The Effect of Language Socialization on Changing EFL Learners' Attitudes during the COVID-19 Pandemics: An Ethnographic Study

Articles in Press

Document Type : Research Paper

Authors

1 Department of English Language Teaching, Maragheh University, Maragheh, Iran

2 Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.22099/tesl.2025.51681.3356

Abstract

The COVID-19 pandemic has prompted significant transformations in education systems globally. Consequently, this ethnographic study aimed to analyze the evolution of attitudes among English as a Foreign Language (EFL) learners through the lens of language socialization (LS). Additionally, the study investigated the impact of the COVID-19 pandemic on the LS of Iranian EFL learners within cyberspace. A triangulation of data was collected, comprising class observations, semi-structured interviews, researcher notes, audio recordings, and student journals. Data analysis was conducted using MAXQDA Analytic Pro 2020, employing direct qualitative content analysis. Based on the seven principles of LS, the results identified eight categories: cultural familiarity, cultural differences, the influence of foreign culture, changes in identity and behavior, online class recording, online learning, self-efficacy, and participation in virtual groups. Ultimately, this study concluded that language and culture are intrinsically intertwined and that learners’ engagement with language and culture adversely impacts their socialization within the English language and culture. Furthermore, online classes were found to enhance learners' self-efficacy while reducing anxiety levels. The study offers several implications for EFL educators, learners, researchers, and material developers.

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Main Subjects

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Articles in Press, Accepted Manuscript
Available Online from 20 May 2025

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History

  • Receive Date: 22 November 2024
  • Revise Date: 21 April 2025
  • Accept Date: 20 May 2025

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