Impact of Intercultural Movie Clips on EFL Learners’ Social and Cultural Identity in Virtual Communities of Practice
DOR: 20.1001.1.23223898.2021.9.37.14.2

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 37، دی 2021، صفحه 195-213   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.52547/JFL.9.37.205

نویسندگان

Azadeh Nematzadeh؛ Mehry Haddad Narafshan^* ؛ Masoud Tajadini

Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran

چکیده

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. 
 

کلیدواژه‌ها

Virtual Communities of Practice؛ Identity Construction؛ Cultural Identity؛ Social Identity؛ Movie Clips

مراجع

Aliakbari,M. and  Amiri, M. (2018). Foreign language identity and Iranian learners’ achievement: A relational approach, Journal of System,76, 80-90.

Alsamani, A. (2014). Foreign culture awareness needs of Saudi English language majors at Buraydah Community College. English Language Teaching, 7(6), 143–153.

Ashforth, B. E., & Schinoff, B. S. (2016). Identity under construction: How individuals come to define themselves in organizations. Annual Review of Organizational Psychology and Organizational Behavior, 3, 111-137.

Beck, B. E., & Moore, L.F. (1985). Linking the host culture to organizational variables. Organizational Culture, 335-354

Bennett, M. J. (2004). Becoming interculturally competent. In J. S. Wurzel (Vol. Ed.), Toward multiculturalism: A reader in multicultural education. 2. Toward multiculturalism: A reader in multicultural education (pp. 62–77).

Benson, P. (2005). (Auto)biography and learner diversity. In: Benson, P. & D. Nunan. (Eds.) Learners' stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.  

Benwell, B. & Stokoe, E. (2012). Discourse and Identity. Edinburgh University Press, Edinburgh.

Blackledge, A. (2002) The discursive construction of national identity in multilingual Britain, Journal of Language, Identity, and Education, 1 (1), 67-87.

Brannen, M. Y., & Salk, J. E. (2000). Partnering across borders: Negotiating organizational culture in a German-Japanese joint venture. Human Relations, 53(4), 451–487. https://doi.org/10.1177/0018726700534001.

Bremer, W. (2011). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.

Brown, J.S., Duguid, P. (1991). Organizational learning and communities-of-practice: toward a unified view of working, learning, and innovation, Organ. Sci. 2. pp. 40–57.

Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637-646.

Chen, J. C.& Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world.

Chen, G.M. & Starosta, W.J. (2000). The development and validation of the intercultural sensitivity scale. Presented at the 86th annual National Communication Association conference. Seattle, WA.

Collier, M.J., & Thomas, M. (1988). Cultural identity: An interpretive perspective. In Kim, Y.Y, &Gudykunst, W.B. (eds.) Theories in Intercultural Communication (pp. 99-120.) Newberry Park, CA: Sage Publishers.

Collins, J. (2006) Where’s class in second language learning? Working Papers in Urban Language & Literacies.

Damşa, C. I., & Ludvigsen, S. (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction, 11, 1–18. https://doi.org/10.1016/j.lcsi.2016.03.001.

Davis, P. (1997). Empathy and Cross-cultural Communication. Journals of Henan University, 4, 95-97.

Duff, P. (2013). Identity, agency, and second language acquisition.In S. M. Gass, & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 410e426). New York: Routledge.

Eleuterio,S.(1997). Folk culture inspires writing across the curriculum. C.A.R.T.S. Newsletter, 4.

Erikson, E. (1968). Identity, youth, and crisis. New York: Norton

Erkaya, D. (2005). Constructivist Translation Classroom Environment Survey (CTLES): Development, Validation and Application. The International Journal for Translation & Interpreting, 5(2). DOI: ti.105202.2013.a10

Eun, F. (2003). Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System. The Modern Language Journal, 99(3). DOI: 10.1111/modl.12243

Fang,Y.H., C.M.Chiu,C.M.(2010). In justice we trust: Exploring knowledge-sharing continuance intentions in virtual communities of practice, Computers in Human Behavior, 26. pp. 235–246.

Faraj,S., Jarvenpaa,S.L., Majchrzak,A.( 2011).Knowledge collaboration in online communities, Organ.pp. 1224–1239 .

Freed, B. (ed.) (1995) Second language acquisition in a study abroad context. Amsterdam: Benjamins.

Gao, Y., Jia, Z., & Zhou, Y. (2015). EFL learning and identity development: A longitudinal study in 5 universities in China. Journal of Language, Identity and Education, 14(3), 137-158.

Gecas, V. (1982). The self-concept. Annual Review of Sociology, 8, 1-33.

Ghanbarzadeh, R., Ghapanchi, A. H., Blumenstein, M., & Talaei-Khoei, A. (2014). A decade of research on the use of three-dimensional virtual worlds in health care: a systematic literature review. Journal of medical Internet research, 16(2), e47. doi:10.2196/jmir.3097

Gloge,L.,  Howell, P.,  Hugh, H.,Last,R.,Minicozzi,R.,Muns,R. (2005). Knowledge collaboration for IT support, http://www. helpdeskinst.com/hdi2006/files/ Strategic Adysory Board Pap . Knowl.Collab.Pdf.

Hall, J. (2012). Teaching and Researching Language and Culture (2nd ed.). Longman, 264 p. ISBN: 9781 408205068.

Hao, S., Dennen, V. P., &Mei, L. (2017). Influential factors for mobile learning acceptance among Chinese users. Educational Technology Research and Development, 65(1), 101- 123.

Heller, M. (2011). Paths to post-nationalism: A critical ethnography of language and identity. Oxford: Oxford University Press.

Hofstede, G.H. (2005). Cultures and Organizations: Software of the mind. New York: McGraw-Hill.

Ibarra, H., & Petriglieri, J. L. (2010). Identity work and play. Journal of Organizational Change Management, 23(1), 10-25.

Jenkins, R. (2008). Social identity (3rd edition). Oxon: Routledge

Jiménez, G. (2012). EFL Teenagers' Social Identity Representation in a Virtual Learning Community on Facebook.Profile Issues in Teachers` Professional Development, 14(2), 181-194. Retrieved from http://www.scielo.org.co/scielo.php?script

Jiménez-Zarco, A.I., González-González,I. , Saigí-Rubió,F., Torrent-Sellens,J. (2015).The co-learning process in healthcare professionals: assessing user satisfac-tion in virtual communities of practice, Computers in Human Behavior. pp. 1303–1313.

Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. British Journal of Educational Technology, 50(2), 546-561.

Kern, D. (2008). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296-311.

Kubota, R. (2003) New approaches to gender, class, and race in second language writing. Journal of Second Language Writing, 12 (1), 31-47.

Kyeong, J.,Kyeong,H. , Young, H., Ryu, Y.U. (2010). A group recommendation system for online communities, Int. J. Inf. pp.212–219.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Lippi-Green, R. (1997) English with an Accent: Language, Ideology and Discrimination in the United States. London: Routledge.

Lo, A., & Reyes, A. (Eds.) (2004). Language, identity and relationality in Asian Pacific America. Pragmatics, 14(2), 115-125.

Ludwig, A.M. (1992). Culture and Creativity. American Journal of Psychotherapy, 46(3), 454-469.

Lustig, M.W. & Koester, J. (1999). Intercultural Competence: Interpersonal Communication Across Cultures (3rd ed.). New York: Addison Wesley Longman,Inc.

Mallinger, M.& Rossy, G. (2003). Film as a Lens for Teaching Culture: Balancing Concepts, Ambiguity, and Paradox. Journal of Management Education 27(5):608-624.

Marx, N. (2002). Never quite the ‘native speaker’: Accent and identity in the L2 and L1. The Canadian Modern Language Review. (59)2. 264-281.

McNamara, T. (1997). Theorizing social identity: What do we mean by social identity? Competing frameworks, competing discourses. TESOL Quarterly, 31(3), 561-567.

Miller, J. (2003). Audible difference: ESL and social identity in schools. Clevedon, UK: Multilingual Matters.

Miller, E. R., & Kubota, R. (2013). Second language identity construction.In J. Herschensohn, & M. Young-Scholten (Eds.), The Cambridge handbook of second language acquisition (pp. 230e250). Cambridge: Cambridge University Press.

Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437.

Moore,T.D., Serva,M.A. (2007). Understanding member motivation for contributing to different types of virtual communities: a proposed framework, in: Proceedings of the 2007 ACM SIGMIS CPR Conference on Computer Personnel Research: The Global Information Technology Workforce, ACM, pp. 153–158.

Morita, N. (2004) Negotiating participation and identity in second language academic communities, TESOL Quarterly, 38 (4), 573-603.

Nakahashi, W., 2013. Evolution of improvement and cumulative culture. Theor.Popul. Biol. 83, 30-38.

Nakahashi, W., 2014. The effect of cultural interaction on cumulative cultural evolution. J. Theor. Biol. 352, 6-15.

Norton Pierce, B. (1995). Social identity, investment, and language learning.TESOL Quarterly. 29(1), 9-31.

Norton, B. (1995). Social identity, investment, and language.TESOL Quarterly, 28, 9-31.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409- 429. http://doi.org/10.2307/3587831.

Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and EducationalChange. Harlow: Pearson Education Limited.

Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters.

Norton, B. & K. Toohey (2001). Changing perspectives on good language learners.TESOL Quarterly 35.2, 307–322.

Pan,Y. , Xu ,Y.C.,Wang,X.,Zhang,C. , Ling,H. , Lin,J. (2015). Integrating social networking support for dyadic knowledge exchange: a study in a virtual community of practice, Inf. Manag. 52, 61–70.

Park.H., Park,S.J. (2016). Communication behavior and online knowledge collaboration: evidence from Wikipedia, J. Knowl. Manag. 20, 769–792

Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In: V. Cook (ed.) Portraits of the L2 user. Clevedon, UK: Multilingual Matters. (pp. 277-302).

Peltonen,T. , Lamsa,T. (2015). Communities of practice and the social process of knowledge creation: Towards a new vocabulary for making sense of organizational learning, Probl. Perspect. 4(25).249–262.

Rheingold, H. (2000). The Virtual Community: Homesteading on the Electronic Frontier, MIT press.

Riasati, M. J. & Mollaei, F. (2012). Critical Pedagogy and Language Learning. International Journal of Humanities and Social Sciences, 2(21).223-29.

Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women’s participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.

Spencer-Oatey, Helen, 2005. (Im)politeness, face and perceptions of rapport: unpackaging their bases and interrelationships. J. Politeness Res. 1, 95-119.

Tajfel, H. (1972). Experiments in a vacuum. In J. Isreal and H. Tajfel (Eds.). The Context of Social Psychology: A Critical Assessment. London: Academic Press.

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In S. W. W. and G. Austin (Eds.), Social Psychology of Intergroup Relations. Monterey, CA: Brooks & Cole.

Taylor, F. (2014). Relational views of the self in SLA. In S. Mercer, & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 92-108). Bristol: Multilingual Matters.

Tudini, V., & Liddicoat, A. J. (2017). Computer-mediated communication and conversation analysis. In S. Thorne, & S. May (Eds.), Language, education and technology. Encyclopedia of language and education. Cham: Springer.

Vasilopoulos, G. (2015). Language learner investment and identity negotiation in the Korean EFL context. Journal of Language, Identity and Education, 14(2), 61-79.

Wei,W.,Wang,J., Chen,X.,Yang,J.,Min,X. (2018).Psychological contract model for knowledge collaboration in virtual community of practice: An analysis based on the game theory, Applied Mathematics and Computation ,329,175–187.

Wenger,E., Mcdermott, R.,Snyder,W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge, Harvard Business School Press.

Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education,55(3), 1346-1356

Yoshizawa, A. (2010). Learner identity and construction in EFL context: needs for research area expansion and examination of imagined identities in the imagined communities, Bulletin of Keiwa College 19, 35-43. Yunus,