Studying the Effects of Employing a Network Thinking Approach on Learning Culture of French Language Learners in Light of Hofstede’s Cultural Dimensions Theory

attention of many language education scholars over the past few decades. For these scholars, teaching/learning process is a phenomenon which is formed in the context of society and is controlled by cultural factors and variables, which is the reason why the effects of cultural variables on teaching/learning process cannot be overlooked. The current research aims to study the cultural characteristics of Iranian language learners on the one hand, and explore the possibility of changing these cultural characteristics on the other hand. In order to achieve the research goals and find an efficient, practical pattern in French language teaching/learning process. More specifically, this article examines the effects of employing a network thinking approach on the learning culture of Iranian language learners through Hofstede’s cultural dimensions theory. This research was conducted on 48 undergraduate students of French Language and Literature at Hakim Sabzevari University in the academic year of 2018-2019 using a quasi-experimental method. To examine the elements of learning culture among students, a self-administered questionnaire based on Hofstede’s cultural dimensions was used. The results showed a statistically significant difference in power distance, individualism/ collectivism, masculinity/ femininity, and long-term orientation/short-term orientation and indicated no statistically significant difference in uncertainty avoidance between treatment and control groups. Nonetheless, the research findings suggested that using the network thinking approach could significantly affect Hofstede’s cultural dimensions. It was also found that employing this method can pave the way for gradually changing language learners’ learning culture.