Innovation in Language Learning

The significance of intercultural competence and also the increasingly crucial role of the English language as a medium of intercultural communication are well recognized in this day and age of globalization, telecommunication, and information technology. The present study is part of a broader project concerning the role of culture and intercultural competence in English as a foreign language education in Iran. The country is a specifically interesting context for research on interculturality, mainly because of the equivocal status of the English language and culture there. On the one hand, the language is believed to be necessary for progress, but on the other hand, there is a political cynicism attached to it. Furthermore, there are several culturally diverse ethnic groups inside the country, and a growing number of Iranian immigrants and refugees abroad. The study investigated how Iranian learners of English understand culture, and also in what ways learning English has affected their understanding of culture. The participants were 10 adult English language learners who study in a particular private language school in Iran. The approach was basically qualitative, and the method used to gather data was online semi-structured in-depth interviews via video/audio chat applications. The conversations were recorded, transcribed verbatim, and thematically analyzed using Baker's (2011) model of Intercultural Awareness (ICA). The findings which report on the learners' knowledge, skills, and attitudes in intercultural interactions, have practical implications for teachers, teacher trainers, and curriculum developers in English language education in Iran as well as in other contexts. Moreover, by extending the literature regarding Baker's (2011) model of ICA, the study offers theoretical implications as well.