PE 234

A Mixed-Method Study on Impact of Cultural Capital on English Language Achievement at Iran Language Institute: A Bourdieusian Analysis

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1403/09/07

169ص.

درجه ارزشيابي:عالي

فريدون وحداني

هدي ديوسر

Cultural capital , habitus , English language achievement , Mixed-methods approach , Pierre Bourdieu

وحداني،فريدون،راهنما , ديوسر،هدي،مشاور

Research Aim: This study examined the impact of cultural capital on English language achievement among Iranian EFL learners at the Iran Language Institute, using Pierre Bourdieu's sociocultural framework. It investigated how objectified, embodied, and institutionalized forms of cultural capital influenced English language acquisition. Research Method: The research employed a mixed-methods approach, combining quantitative analysis of data from 212 learners with qualitative insights from semi-structured interviews. Participants were selected through stratified proportional sampling to ensure diversity in gender and background. Data analysis techniques included descriptive statistics and non-parametric tests to explore the relationships between variables. Findings: The Findings revealed that objectified and embodied cultural capital, such as access to educational resources and early socialization, significantly enhanced language achievement. Conversely, institutional cultural capital, including parental education, had a limited effect. Familiarity with English-speaking cultures emerged as a critical factor in successful language learning, highlighting the importance of cultural exposure. Although family habitus influenced learners' motivation and attitudes toward English, its direct impact on performance was minimal. Conclusion: based on the results of the study, the importance of integrating cultural capital considerations into EFL pedagogy to foster more equitable learning environments. Recognizing the role of sociocultural factors in language acquisition enables educators to address the diverse needs of learners from various backgrounds. The study offers valuable insights for educators, policymakers, and curriculum designers, laying a foundation for developing inclusive and effective EFL teaching strategies. This research contributes to the understanding of sociocultural influences on language learning and provides a nuanced perspective on how cultural capital shapes English language achievement in the Iranian EFL context. It emphasizes the need for a holistic approach to language education that considers learners' cultural backgrounds and experiences.

1403/11/06

منتخبي

77242