The relationship between Iranian EFL learners’ socio-psychological distance and intercultural identity: Gender and learning experience in focus

Abstract

This study explored the relationship between Iranian EFL learners' intercultural identity and their socio-psychological distance from the culture of people from English-speaking countries. The participants were within the age range of 15–31 with varying learning experiences. Specific questionnaires were used to measure their socio-psychological distance and intercultural identity. The results revealed a significant positive relationship between learners’ socio-psychological distance and their intercultural identity as well as its components, namely intercultural knowledge, intercultural learning practice, and attitude toward the culture of people from English-speaking countries. However, no significant relationship was found between either gender or language learning experience with either socio-psychological distance or intercultural identity, suggesting that socio-psychological distance and intercultural identity may not have much to do with gender and language learning experience. The implications of the results of the study have been discussed.