Presenting a Framework for Developing Glocal Iranian EFL Learner Identity based on Imported EFL Textbooks’ Sociocultural Values

Previous studies in the field of English language Teaching have discussed the theoretical foundations of glocalization and Iranian EFL learners’ identity in relation to the globalization norms taking positions in favor of this view or against it. However, no study has yet provided a framework for developing Iranian EFL learner’s identity based on the glocal perspective. Hence, this study attempted to provide a framework for developing glocal EFL learner identity based on sociocultural values embedded in imported EFL textbooks used in Iranian language institutes. Also, EFL teachers were given a teachers’ choice of learner identity questionnaire to determine which identity orientation they prefer for their EFL learners. In the qualitative phase, sociocultural values existing in three ELT textbooks namely Touchstone, Interchange, and Passages were assessed through content analysis. The participants of this study included thirty EFL teachers who received a teachers’ Choice of EFL Learner Identity Orientation Questionnaire. After the analysis of the selected textbooks, fifteen categories of sociocultural values were identified and discussed in detail and the framework for developing glocal Iranian EFL learner identity was proposed. Also, the findings showed that teachers preferred their learners to have a glocal identity orientation rather than having a global or local identity. The obtained results had implications for EFL teachers, EFL learners, policymakers, and material developers.