Document Type : Research Paper


Department of English Language and Literature, Yazd University, Iran.


Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses how learning English through Persian short stories translated into English can affect reader identity reconstruction of Iranian undergraduate students of English. The researchers selected three translated stories of loyalty, justice, and love themes. After collecting the data through five WhatsApp semi-structured interviews and five open-ended questionnaires, the researchers applied qualitative content analysis to the data related to readers’ self-descriptions of the initial L2 learning experiences, the story-based instructional stage, and their aspirations. The findings revealed significant alterations in the emotional and attitudinal states of the learners throughout the stages. Despite prioritizing different cultural and linguistic resources, the three participants highlighted the contribution of resources in language learning in the story-based stage and in their aspirations. All participants focused on the scaffolding role of their native language and culture in enhancing classroom interactions. The results would enlighten materials developers to integrate translated literary texts from Persian literature into language teaching programs


Main Subjects

Altun, Mustafa (2018) The Advantages of using Literary Texts in the Language Classroom. International Journal of Social Sciences & Educational Studies, 5(1), 118-121.
Beinhoff, B. (2013). Perceiving identity through accent: Attitudes towards non-native speakers and their accents in English. Peter Lang.
Birjandi, P., & Khatib, S. (2018). The creation of an intercultural learning experience in EFL contexts. Journal of English Language Teaching and Learning, 10(21), 59-82.
Block, D. (2007). The rise of identity in SLA research, post Firth, and Wagner (1997). The Modern Language Journal91, 863-876.‏
Chinh, N. D. (2013). Cultural diversity in English language teaching:   Learners' voices. English Language Teaching, 6(4), 1-7. 10.5539/elt.v6n4p1.
Coll, L., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educacio´n, 353(1), 211–233.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.) Culture in Second Language Teaching (pp. 196-219). Cambridge: Cambridge University Press.
Creswell, J. W. (2014).  Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
De Fina, A., & Georgakopoulou, A. (2019). The handbook of narrative analysis. John Wiley & Sons.‏
Fenner, A. B. (2001). Cultural awareness and language awareness based on dialogic interaction with texts in foreign language learning. Council of Europe.
Fenner, A. B., & Newby, D. (2000). Approaches to materials design in European text books: Implementing principles of authenticity, learner autonomy, cultural awareness. European Centre for Modern Languages.
Hedegaard, M. (2012). Analyzing children's learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19(2), 127–138.
Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review, 33, 100390.‏
Hişmanoğlu, M., 2005. Teaching English through literature. Journal of Language and Linguistic Sudies, 1(1). 53-66.
Kanno, Y. & Norton, B. (2003). Imagined communities and educational possibilities. Journal of Language, Identity, and Education, 2, 241–249.
Kim, J. (2022). Korean EFL students building and sustaining new perspectives through global literary texts. Sustainability14, 1372.
Komorowska, H. (2006). Intercultural competence in ELT syllabus   and materials design. Scripta Neophilologica Posnaniensia, (8), 59- 81.
Kramsch, C. J. (2002). Beyond the second vs. foreign language dichotomy: The subjective dimensions of language learning. Unity and Diversity in Language Use, 1-19.
Kramsch, C. J. (2013). Afterword. In B. Norton, Identity and language learning: Extending the conversation (2nd ed., pp. 192–201). Multilingual Matters.
Larsen–Freeman, D. (2019). On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal103, 61-79.‏
Leary, M. R., & Tangney, J. P. (Eds.). (2011). Handbook of self and identity. Guilford Press.‏
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9– 31.
Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual matters.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching44(4), 412-446.
Ortaçtepe, D. (2015). EFL teachers’ identity (re) construction as teachers of intercultural competence: A language socialization approach. Journal of Language, Identity & Education14(2), 96-112.‏
Pathan, M. M. (2013). The Use of Short-stories in EFL Classroom: Advantages and Implications. Labyrinth: An International Refereed Journal of Postmodern Studies, 4(2). 21-26.
Rezaei, S., & Naghibian, M. (2018). Developing intercultural communicative competence through short stories: A qualitative inquiry. Iranian Journal of Language Teaching Research, 6(2), 77-96.
Richards, J. C. (2021). Teacher, learner and student-teacher identity in TESOL.RELC Journal, 1-15.
Sacklin, J. M. (2015). Identity and investment in the community ESL classroom. Dissertations and Theses. Paper 23-26.
Saldaña, J. (2016). The coding manual for qualitative researchers. Sage Publications Ltd.
Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2016). The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. L1 Educational Studies in Language and Literature. 17, 1–37.
Sharifian, F. (2017). Cultural Linguistics: Cultural conceptualisations and language. John Benjamins Publishing Company.
Shin, C., & Riazantseva, A. (2015). Reader identity: A case study of Korean graduate students’ meaning construction of an L2 literary text. Language and Intercultural Communication, 15(4), 600-615.‏
Sung, C. C. M. (2020). Cantonese learning, investments, and identities: Mainland Chinese university students' experiences during cross-border studies in Hong Kong. Learning, Culture, and Social Interaction, 26, 100415.‏
Teng, M. F. (2019). Learner Identity and Learners’ Investment in EFL Learning: A multiple case study. Iranian Journal of Language Teaching Research7(1), 43-60.‏
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identity, and the L2 self: A theoretical overview. Motivation, Language Identity, and the L2 Self, 1-8.
Wortham, S. (2006). Learning Identity: The joint emergence of social identification and academic learning.  Cambridge University Press. 
Yuen, Ka-Ming, (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466.
Zunshine, L. (2015). The Secret Life of Fiction. PMLA, 130(3), 724-731.