NDLI: On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners

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On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners

Content Provider	Semantic Scholar
Author	Razmjoo, Seyyed Ayatollah Izadpanah, Mohammad Ali
Copyright Year	2012
Abstract	The present study investigated any probable relationship between the identity processing styles and L2 literacy of advanced Persian EFL learners. The participants included 160 (female = 109, male = 51) advanced EFL Iranian learners. The instruments used included a simulation of the TOEFL iBT test, measuring the participants’ L2 literacy-related proficiency, reading, and writing, and the identity style inventory (ISI-4), measuring the learners’ identity styles. The results indicated that identity processing style plays a role in L2 literacy-related proficiency. A small positive relationship among the informational processing style and L2 literacy and L2 writing was found, whereas normative style weakly and negatively correlated with these components, and none seem to be able to significantly predict the success or failure of an individual in terms of overall L2 literacy. With respect to these results, this study proffers integration of identity survey to the EFL educational systems in order to help educators and instructors teach L2 literacy-related proficiency more effectively.
Starting Page	2
Ending Page	22
Page Count	21
File Format	PDF HTM / HTML
Volume Number	3
Alternate Webpage(s)	http://rals.scu.ac.ir/article_10389_ead044db0ab308bd3ece8d8dee3d5735.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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