Document Type : Research Paper
Author
Sadjad University
Abstract
The present paper reports a study conducted among Iranian English as a foreign language (EFL) learners, addressing the critical issue of imagined identity/community within a globalized world. Drawing on Norton’s (2000, 2001) framework of ICs, which links the concepts of imagination and imagined community to second language (L2) learning and classroom practices, this study focused on diverse imaginations that Iranian EFL learners possess while learning English language and aimed to provide valuable insights into how they perceive and relate to their ICs and how these perceptions affect their language learning experiences. The study involved five participants, aged between 13 and 36, and employed a qualitative approach utilizing semi-structured interviews for data collection. Through these interviews, rich narratives illustrating the learners’ unique perspectives emerged. The findings revealed that while the imagined identities/communities differed among participants, a common thread was their significant influence on guiding learners through the language learning process. Moreover, the research indicated that a lack of awareness regarding learners’ desired membership in their ICs could detrimentally impact their engagement and commitment to language learning, often resulting in various forms of non-participation in the classroom. Pedagogical implications of the study for EFL teaching practices, emphasizing the importance of creating classroom environments that validate and support learners' ICs and foster their imagined identities/communities as essential components of effective language instruction, are discussed. The study also offers recommendations for future research endeavors to further explore the dynamic interplay between imagined identities/communities and language learning outcomes.
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