A Study of the Relationship between Language Learning and Social Identity, Self-identity, and Professional Identity Changes

Rezaei, Vida (2017) A Study of the Relationship between Language Learning and Social Identity, Self-identity, and Professional Identity Changes. Masters thesis, University of Mohaghegh Ardabili.

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Text (مطالعۀ ارتباط بین یادگیری زبان و تغییر در هویت اجتماعی، هویت فردی، و هویت حرفه ای) Vida Rezaei.pdf Download (330kB) | Preview

Abstract

This mix-method study investigated Iranian university teachers' self-identity, social identity, and professional identity changes associated with English learning, considering gender, proficiency level, and major. For this purpose, 131 PhD teachers, 39 female and 92 male, were selected from different majors and from five different Universities of Mohaghegh Ardabili, Azad University of Ardabil, Payame Noor University of Ardabil, Tabriz University, and Allameh Tabataba'i University in Tehran. For quantitative part, teachers completed a questionnaire with four different sections, and then for qualitative part, I asked them three interview questions. Results showed that teachers' self-confidence increased and they underwent additive change and productive change. It revealed that teachers underwent self-identity change after English learning, this change is in a positive way in which something is added to what they already have, in other words, the change is gaining rather than losing. Teachers did not undergo social identity change after English learning, but among social labels occupation and educational level had the highest importance. Teachers had professional identity change too. They respectively showed highest amount of commitment in student needs domain, personal growth and development domain, and finally school issues domain. In all three types of identities females scored higher than males, the amount of their self-identity changes, the importance of social labels, and their professional commitment are more than those of males. About English proficiency, the higher the proficiency, the more changes were experienced by teachers. Respectively English major teachers, non-English major teachers with high level of proficiency, and non-English major teachers with low level of proficiency underwent more changes. All three types of identities were significantly correlated with each other. Teachers believed the person should be in the context of that language in order to experience more social and self-identity changes, and English learning is extremely effective in their professional growth.

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