Iranian EFL Learners' Identity Construction in a Critical Reflective Course: A Case of an Online Course

Autor/inn/en	Rezaei, Saeed; Latifi, Ashkan
Titel	Iranian EFL Learners' Identity Construction in a Critical Reflective Course: A Case of an Online Course
Quelle	In: Open Learning, 35 (2020) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rezaei, Saeed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2019.1632700
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Foreign Countries; Student Attitudes; Online Courses; Content Analysis; Cultural Awareness; Metalinguistics; Indo European Languages; Contrastive Linguistics; Undergraduate Students; Science Education; Engineering Education; Universities; Reflection; Iran (Tehran) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Ausland; Schülerverhalten; Online course; Online-Kurs; Inhaltsanalyse; Cultural identity; Kulturelle Identität; Metalanguage; Metasprache; Indoeuropäisch; Linguistics; Kontrastive Linguistik; Naturwissenschaftliche Bildung; Ingenieurausbildung; University; Universität
Abstract	The present mixed-methods research examined the identity and attitude of Iranian English language learners as a result of their participation in an online critical reflective course. The participants were 38 English language students who attended ten online sessions within a five-month English language course. Their online posts underwent inductive qualitative content analysis and subsequently five themes were extracted. In addition, the content of the first and last two sessions were analysed quantitatively. A validated questionnaire was also administered and 18 participants were interviewed. Qualitative and quantitative content analyses of the data revealed eight finalised codes. The analysis of the findings showed that although the participants' identity and attitudes did not undergo material changes, their awareness of the intercultural and interlingual issues, between Persian and English language and culture, was sharpened. In addition, their online identities proved to be not set off from their offline identities nor identical to them but interrelated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01