Analysis of Inter-Relationship between Iranian EFL Learners’ Self-Identity Changes and National Identity Reconstruction

Analysis of interrelationship between self-identity changes and national identity reconstruction in the course of language learning is a concern for foreign language pedagogy and policymaking. In this study, based on a cluster sampling, 204 foreign language learners were selected to answer two Likert-Type questionnaires; one on self-identity changes in six categories: self-confidence change, additive change, subtractive change, productive change, split change, and zero change and the other on national identity dispositions in five categories: geographical orientations, national culture, national language, heritage, and national art and literature. Results revealed that self-confidence change was the prominent change common among foreign language learners and demographical influences on both constructs were also observed. Findings suggest that EFL learners can apparently experience moments of identity conflict due to EFL instruction, however, concerns for a prolonged and negative impact of EFL pedagogy pertinent to EFL learners’ sense of national identity is not significant. On the contrary, EFL pedagogy can have a positive impact on learners’ awareness and attitude toward national language and culture.