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Data from interviews with forty-five male intermediate learners show that identity is shaped through personal and social characteristics, ethnic origins, geography, religious affiliations, national customs, and values. Most participants view English learning as profoundly positive, fostering integration with target linguistic and cultural norms, while some resist it as instrumental and criticize Western value imposition. Results stress motivation, English’s international status, and the roles of power, solidarity, and othering.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foreign-language-learning-and-identity-reconstruction-learners-understanding-of-the-intersections-of-the-self-the-other-and-power/598065/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foreign-language-learning-and-identity-reconstruction-learners-understanding-of-the-intersections-of-the-self-the-other-and-power/598065.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study examines how Iranian EFL learners understand the intersection of English language learning with identity reconstruction, including how learners perceive the self, the other, and power during language learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected?",{"text":117,"@type":113},"The data were collected through focus-group interviews with forty-five male intermediate EFL learners.",{"name":119,"@type":110,"acceptedAnswer":120},"What attitudes do learners show toward learning English and identity change?",{"text":121,"@type":113},"Most learners report strongly positive effects and an inclination to integrate with target linguistic and cultural norms, while some resist identity reconstruction, describing English learning as instrumental and criticizing perceived Western value imposition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598065,1792210391,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Foreign Language Learning and Identity Reconstruction: Learners’ Understanding of the Intersections ofthe Self, the Other and Power  \nSeyyed Hatam Tamimi Sa’d1  \n• The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL) . To define the concept of identity, the participants were found to draw upon notions as diverse as personal and social characteristics, ethnic origins, geographical locations, religious affiliations, national customs and rituals and values, amongst others. Furthermore, the vast majority of the learners held that learning English had a profound impact on how they perceive their identity. Of these, nearly all the interviewees regarded the above impact as highly positive and beneficial to the course of language learning. The interviewees also expressed strong inclination to integrate and, therefore, to identify with the target linguistic and cultural norms. Notwithstanding, a number of opposing voices were raised by some learners who resisted identity reconstruction through language learning, claiming that they learned English simply for the sake of instrumental, as opposed to integrative, purposes. These participants also levelled criticisms at what they viewed as ‘the imposition of Western values on an Islamic country’. The results highlight the vital role of motivation and the status of English as an international language in viewing, redefining and reconstructing identity. In conclusion, the findings confirm the role of discursive practices, power relations, solidarity and otherising with regard to identity reconstruction in the course of second language (L2) learning.  \nKeywords: English as an international language, identity reconstruction, learner identity, other, power  \n1 The Iran Language Institute, Iran; [shtamimi90@gmail.com](shtamimi90@gmail.com).  \nUčenje tujih jezikov in rekonstrukcija identitete: razumevanje presečišča jaza, drugega in moči  \nSeyyed Hatam Tamimi Sa’d  \n• Kvalitativna raziskava pojasnjuje odnos med učenjem angleškega jezikain rekonstrukcijo identitete pri iranskih učencih tujega jezika. Podatkiso bili zbrani z metodo fokusnih intervjujev s petinštiridesetimi učenci nadaljevalnega tečaja učenja angleščine kot tujega jezika. Pri definiranju koncepta identitete so se udeleženci srečali z raznolikimi pojmi, med drugim na primer z osebnimi in družbenimi karakteristikami, etničnimi izvori, zemljepisnimi lokacijami, religioznimi pripadnostmi, nacionalnimi običaji in rituali ter z vrednotami. Poleg tega je velikavečina učencev razumela, da ima učenje angleščine velik vpliv na način, na katerega dojemajo svojo identiteto. Od teh so skoraj vsi intervjuvanci dojeli prej omenjeni vpliv kot zelo pozitiven in koristen za tečaj učenja jezika. Intervjuvanci so izrazili tudi močno nagnjenost k integraciji in posledično k identifikaciji s ciljnim jezikovnimi in s kulturnimi norma  \nmi. Čeprav je bilo zaslediti kar nekaj nasprotujočih si mnenj učencev, ki so nasprotovali rekonstrukciji identitete prek učenja jezika, sklicujoč se na to, da so se učili angleščino samo z vidika instrumentalnih in ne integrativnih namenov. Ti udeleženci so prav tako enačili kritiko tistega, kar so razumeli kot »vsiljevanje vrednot Zahoda islamski državi«. Rezultati poudarjajo ključno vlogo motivacije in statusa angleščine kot internacionalnega jezika pri razumevanju, redefiniranju in pri rekonstrukciji identitete. V sklepnem delu ugotovitve potrjujejo vlogo diskurzivnih praks, odnosov moči, solidarnosti in drugega glede na rekonstrukcijo identitete v okviru tečaja učenja drugega jezika.  \nKljučne besede: angleščina kot internacionalni jezik, rekonstrukcija identitete, identiteta učenca, drugi, moč  \nIntroduction  \nLearning a new language is an overarching experien","cbCaickd8z5hShAU","https://ap.wps.com/l/cbCaickd8z5hShAU","pdf",199055,24,"English","# Introduction\n## Identity\n# Identity (continuation)\n# Study Focus: English Learning and Identity Reconstruction\n## Motivation and the Status of English\n## Power Relations, Solidarity, and Othering","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study examines how Iranian EFL learners understand the intersection of English language learning with identity reconstruction, including how learners perceive the self, the other, and power during language learning.\"},{\"question\":\"How were the research data collected?\",\"answer\":\"The data were collected through focus-group interviews with forty-five male intermediate EFL learners.\"},{\"question\":\"What attitudes do learners show toward learning English and identity change?\",\"answer\":\"Most learners report strongly positive effects and an inclination to integrate with target linguistic and cultural norms, while some resist identity reconstruction, describing English learning as instrumental and criticizing perceived Western value imposition.\"}]","Foreign Language Learning and Identity Reconstruction: Learners’ Understanding of the Intersections of the Self, the Other and Power | PDF",1792086219]