The nature and dimensions of L2 identity in Iranian EFL context: a mixed-methods study using MLIQ

Due to the impact of different L2 identity dimensions on forming a unified language identity, thestudy followed an explanatory mixed-methods design to investigate levels of different L2 identity dimensions of Iranian EFL learners. A sample of 1,018 purposively selected learners filled out a researcher-made Questionnaire (MLIQ), and 30 of them took part in an Interview phase. PCA was used to determine the construct validity of the MLIQ, and the model fit of the data was determined through the SEM, using the AMOS. Data analysis using descriptive statistics and qualitative interpretations revealed that Iranian EFL learners had moderate levels of L2 identity with higher levels of homogeneous, overt, convergent, dynamic, intransitive, and inclusion SLID and an average level of active vs. passive dimension. The results of the interview questions showed that EFL learners developed their L2 identities more systematically and expanded their knowledge on social, national and cognitive dimensions to manifest their balanced L2 identity dimensions. Language learners and teachers can utilize the findings and balance their in-between and transitional identities in a way that they can protect their original and hybrid language identities and foster them through other complementary identities, in non-threatening manners, toward a more positive continuum on SLID.