Identity and Its Ramifications Among Advanced Adult Iranian Learners of English

This study intended to investigate the effect of identity types on learners’ involvement, perceptions, and achievement scores using the validated L۲ Quadripolar Questionnaire (Taylor, ۲۰۱۰), in the EFL context of Iran amongst the adult advanced learners of English in private institutions. Therefore, ۱۷۰ participants, ۶۹ females and ۱۰۱ males were selected through convenience sampling. The data were analyzed using multivariate analysis of variance. The analysis of the relationship between the four main sub-constructs of the model and the two sub-constructs of involvement and perception showed significant mediation between the factors and achievement score of the language learners. Moreover, the finding of the study revealed that learners with strong public and imposed selves have a weak private self. Also, the other sub-constructs were determined to be affected by age and years of studying English. Females’ identity was dominantly reported to have higher ties with the sub-constructs of the L۲ Quadripolar Model.

کلیدواژه ها:

Identity ، Language Learning ، Involvement ، L۲ Quadripolar Model ، EFL