Abstract
The globalisation of English and various developments in technology have made learning English inevitable for many people around the world. The majority of Iranian politicians believe the current high status of the English language poses a threat to promoted identity and culture. This thesis explores adult language learners’ identity formation addressing the complex interrelationship between language learning, perception, social practice and identity. The findings of this study highlight the significance of global factors in learners’ identity work along with the importance of local factors in shaping learners national, religious and cultural identity.
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