This research investigated how Iranian English as a Forign Language (EFL) learners develop their cultural identities while studying at private language institutes. The study defined cultural identity as a complex process and used language learning histories and focus group interviews to collect data.
The data were analyzed using a six-stage process proposed by Murray (2009), leading to the emergence of three themes: cultural interpenetration, the development of new ways of living and the formation of bicultural identities.
The findings showed that the learners considered their cultural identities as hybrid, combining their native language and culture with the target language and culture.
Cultural identity has become an important issue in English language learning. Meihami and Salite (2019) emphasize the significance of language learners’ cultural identities, which are formed through their socio-cultural values, in language education. Despite extensive studies on cultural identity in different fields, the process of language learners’ cultural identity construction remains relatively unrecognized in the EFL context. In addition, the majority of research on cultural identity and its relation to English language acquisition has been carried out in environments where English is taught as a secondary language, with few investigations conducted in the context of English being taught as a foreign language (Khatib and Abbasi Talabari, 2018).
