Istanbul Turkish EFL Learners' Language Ego Identity, Cognitive Strategies, and Language Achievement: Focus on Ethnic Identity

Individual learner differences (ID) are strongly associated with L۲ achievement, with affective factors playing a key role alongside cognitive variables. This study explored the relationships among Istanbul Turkish EFL learners' language ego identity, cognitive strategies, and language achievement, with a particular emphasis on ethnic identity. A total of ۲۲۰ learners (۱۱۰ females, ۱۱۰ males), aged ۱۴-۳۰, participated through convenience sampling. Using a quantitative, non-experimental, correlational design, data were collected through three questionnaires (Language Ego, Cognitive Strategy, and Ethnicity) and an achievement test. Structural Equation Modeling (SEM) was applied to examine the links among variables, including the moderating role of ethnic identity. Results showed significant positive associations: learners with stronger language ego and more frequent use of cognitive strategies achieved higher scores. Moreover, positive ethnic identity contributed to greater cognitive and emotional engagement, underscoring the interconnected cognitive, affective, and sociocultural dimensions of language learning.

کلیدواژه ها:

Cognitive Strategies ، Ethnic Identity ، Language Ego ، Language Achievement