Abstract:
The relationship between identity and language learning has attracted the scholars` attention in the fields of second language acquisition (SLA) with considerable focus on social and cultural dimensions of language learning. However, relatively little research has been devoted to examining the identity construction of language learners in virtual communities of practice despite the global trend of foreign language instruction. Consequently, the current mixed methods classroom-based study investigated whether the implementation of intercultural movie clips in virtual communities of practice could contribute to social and cultural identity improvement of participants in the English as a foreign language (EFL) context. To achieve this goal, two intact classes in an institute were assigned to experimental and control group, each containing thirty EFL learners. This study was implemented on the pre-test post-test equivalent-group design. Drawing on quantitative and qualitative analysis, using two questionnaires, and a semi-structured interview, the results indicated that positive changes took place in social and cultural identity of the participants. Moreover, by getting access to new social, cultural and linguistic resources and as a result the adoption of new identities, some special features such as fewer psychological barriers to understanding others, increasing courage to accept new norms, and feelings of unity and equity were obtained by the learners.
Machine summary:
Consequently, the current mixed methods classroom-based study investigated whether the implementation of intercultural movie clips in virtual communities of practice could contribute to social and cultural identity improvement of participants in the English as a foreign language (EFL) context.
Keywords: Virtual Communities of Practice, Identity Construction, Cultural Identity, Social Identity, Movie Clips Introduction Language learning in identity construction and development has been investigated and attracted considerable attention among SLA scholars (Benwell and Stokoe, 2012; Duff, 2013; Vasilopoulos, 2015; Gao, Jia, & Zhou, 2015; Miller & Kubota, 2013; Norton, 2013; Taylor, 2014; Aliakbari & Amiri, 2018; Chen& Kent 2020).
In terms of language learning, virtual communities and mobile technologies provide students with an increasing rate of personal ownership and a realistic learning experience with authentic interactions in online context that has great potential for enhancing their learning achievement (Yang, Chen, & Jeng, 2010; Hao, Dennen, & Mei, 2017; Tudini & Liddicoat, 2017; Kaliisa, Palmer, & Miller, 2019; Chen & Kent, 2020).
However, to the best of our knowledge, despite the global trend of second/foreign language instruction, no empirical studies have been devoted to examining the identity construction of EFL learners in the virtual communities of practice through watching movie clips.
Data Analysis As stated above, the present study was conducted to investigate the extent to which EFL learners 'social and cultural identities can be developed and negotiated in virtual communities of practice created by intercultural movie clips.
Discussion As mentioned earlier, the present study examined the development of social and cultural identity of English language learners in virtual communities of practice established by intercultural movie clips.