Year: 2025
Type: article
Abstract: This paper investigates how Iranian learners invest in English language education amid various cultural and societal influences. Recently, Iranian authorities have expressed concern about the impact of English on society and culture. The first author interviewed eight adult learners in Iran to explore their perceptions of learners’ investment in English language learning, drawing on Darvin and Norton’s (2016) model. The findings reveal a complex interplay between local and global factors affecting language learning and identity formation. Despite government policies aimed at preserving traditional values, learners express personal and societal benefits from acquiring English. The research highlights that learners’ motivations stem more from this interplay of benefits, rather than just globalisation, which Iranian authorities often view as a threat. This underscores the resilience of Iranian learners as they navigate their linguistic and cultural identities, demonstrating that they see English not only as a foreign language but as a tool for personal and societal advancement. This study contributes to the understanding of how Iranian learners navigate and invest in English language education, shedding light on the cultural and societal factors that shape their perceptions and motivations.
Source: TESOL in context
Authors: Mehdi Moharami, Anne Keary, Alex Kostogriz
Institution: Monash University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415855553
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