Abstract:
The present study investigated any probable relationship between theidentity processing styles and L2 literacy of advanced Persian EFL learners. Theparticipants included 160 (female = 109, male = 51) advanced EFL Iranian learners.The instruments used included a simulation of the TOEFL iBT test, measuring theparticipants’ L2 literacy-related proficiency, reading, and writing, and the identitystyle inventory (ISI-4), measuring the learners’ identity styles. The results indicatedthat identity processing style plays a role in L2 literacy-related proficiency. A smallpositive relationship among the informational processing style and L2 literacy andL2 writing was found, whereas normative style weakly and negatively correlatedwith these components, and none seem to be able to significantly predict the successor failure of an individual in terms of overall L2 literacy. With respect to theseresults, this study proffers integration of identity survey to the EFL educationalsystems in order to help educators and instructors teach L2 literacy-relatedproficiency more effectively.
Machine summary:
On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners Seyyed Ayatollah Razmjoo Shiraz University arazmjoo@rose.
A small positive relationship among the informational processing style and L2 literacy and L2 writing was found, whereas normative style weakly and negatively correlated with these components, and none seem to be able to significantly predict the success or failure of an individual in terms of overall L2 literacy.
Is there any significant relationship between L2 literacy, reading, writing, and identity processing styles of the Iranian EFL learners?
3. Is there any significant difference between females and males’ literacy, reading ability, writing ability, and identity processing style?
This style has been found to have characteristics of self-exploring individuals who are classified as identity achieved or moratoriums according to Marcia’s (1966) criteria (Berzonsky & Neimeyer, 1994; Streitmatter, 1993).
A number of studies also indicate that the diffuse/avoidant style relates to undesirable features for learning a new language such as avoidant coping, efforts to excuse or rationalize negative performances, limited commitment, an external locus of control (self-handicapping), other- directedness, excuse making, and on the other hand, negatively correlated with self- reflection, conscientiousness, and cognitive persistence (Berzonsky, 1990; Berzonsky & Ferrari, 1996; Dollinger, 1995).
The present study also explored whether there is any significant difference between females and males’ literacy, reading ability, writing ability, and identity processing style.
4. 3 Identity Style and Components of L2 Literacy (Reading and Writing) As indicated in Table 2, there was no significant relationship between informational and L2 reading ability.