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Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
Page | 42
An Investigation into the EFL Milieu and Availability of Language… Reza Rezaei, Iman Izadi & Hassan Banaruee
Vygotsky (1962), the Russian However, Tarone and Liu (1995) held
psychologist, whose ideas have influenced that “interaction in different social contexts
the field of educational psychology in can influence both interlanguage use and
general and the field of education in overall interlanguage development” (p.108).
particular described learning as a social In addition, another study in the same vein
process. The major theme of his theoretical carried out by Toohey (2000) has
framework is that social interaction plays a emphasized the sociality of language
fundamental role in the development of development, whereby learners and learning
cognition (Turuk, 2008). That is to say, he are socially, historically and politically
considered social context and socio-cultural constructed. Therefore, as Barkhuizen
settings as highly significant factors in the (2004) put it, instead of describing language
development of higher forms of human learning as a process which happens to
learning. Introducing the concept of Zone of learners as they interact in a social context, it
Proximal Development (ZPD), Vygotsky should be noted that learners themselves are
(1962) defined it as “the distance between a partly constitutive of those contexts, which
child‟s actual developmental level, as at the same time organize language learners‟
determined by independent problem solving, identity and their language learning process.
and the higher level of potential Regarding the significance of
development as determined through problem community and social context in language
solving under adult guidance or in learning, Bransford et al. (2000) estimated
collaboration with more capable peers” that 79% of school pupils‟ waking time is
(Wertsch,1985, p. 60). spent interacting in the home and
Recently, researchers, such as Ryan community, and only 21% at school. Putting
(1997), Norton (2000), Banaruee, emphasis on the significance of the
Khoshsima and Askari (2017) and Skilton- environment beyond the school, these
Silvester (2002) have begun to investigate researchers call for educators and
how individual language learners learn a stakeholders to take into account the
language in a range of formal and informal educational potential of the community
contexts among which the classroom setting (Palfreyman, 2006; Zare-Behtash &
plays a lesser role than the social contexts Banaruee, 2017). Putnam (2000) used the
beyond it. Lave and Wenger (1991) also term „social capital‟ to refer to „„connections
believed that although classroom setting among individuals –social networks and the
plays a role in the process of language norms of reciprocity and trustworthiness that
learning, a wider ecology of language arise from them‟‟ (p. 19). However,
learning exists in the context outside the Palfreyman (2006) used the term “resources"
classroom which is made up of situations to focus on positive features of learning and
and environments which provide settings in context which can help educators and
which language learners can participate by stakeholders to facilitate learning outside the
learning and using the language. classroom. In a study conducted in the UAE
Robert and Kleiner (1999) stated that context, Palfrayman (2006) pointed out that
learning a language cannot be seen as a language learners drew upon a rich
process taking place simply in an repertoire of material and social resources in
individual's head, but the process of learning order to practice English in such an EFL
also occurs through the interconnected parts milieu. In other words, English language
of a class, a family, or other social learners in that context had access to a broad
groupings. range of resources and opportunities for
Moreover, based on the ideas of Beebe English language learning. In addition,
and Zuengler (1983), in the early years of Harmer (2007) mentions the importance of
SLA research and theorizing, studies seemed computers and internet-based activities and
to indicate that social context influences adds that teachers should encourage the
learning. In other words, they are two students to find suitable activities and games
separate entities with the former having an in order to be successful in language
effect on the latter. An important point learning. Moreover, Young (2013) indicates
which is worth mentioning regarding the that students raise their language awareness
above-mentioned studies is that in these by using on-site games and discussion in
studies what has received greater attention different social and cultural contexts.
was actually language use rather than Regarding the use of modern technology and
language or interlanguage development its implications on language learning and
(Barkhuizen, 2004, p.554. emphasis in teaching, Larsen-Freeman and Anderson
original). (2011) claim that technology provides
teaching resources and brings learning Stern (1983) categorizes two kinds of
experience to the children‟s world. That is to contexts in which learning a language rather
say, children will encounter various than the first language takes place: „second
opportunities to practice English in the language context‟ versus „foreign language
world of technology. context‟. The former provides second
However, despite the importance of language learners with a plethora of
social context and its significant effects on resources and opportunities to practice and
language learning and teaching, to the therefore enhance their second language
researchers‟ best knowledge, a few, if any, learning. However, contexts in which second
studies have been carried out in Iran on the language learners do not have ready- made
impact of social environment on Iranian resources and opportunities to practice their
foreign language learners and the L2 are considered as foreign language
availability of language learning contexts (Stern, 1983).
opportunities in that context. Since Iranian Therefore, since English was not the
foreign language learners are living in a medium of communication in this
context in which they have inadequate or environment, and it was not the medium of
low-level exposure to English language, this instruction at schools and universities in this
study is concerned with the issues of L2 context, second language learners‟ contact
learners‟ access to language learning with English outside the classroom was
resources and opportunities within such an rather limited and the range of authentic
EFL context. situations, if any, in which they could use
Therefore, the present study aims at English to communicate with native
providing answer to the following research speakers was considerably restricted. That is
questions: why, the context in which this study was
1. What kinds of language learning carried out is considered as a foreign
resources are employed by Iranian English language learning context.
language learners in the Iranian EFL milieu? Participants for the current study were
2. What kinds of social opportunities selected from the central branch of Bahar
and resources are available out there of Language Institute in Shiraz. Using cluster
which language learners are not completely random sampling, the researchers selected
aware? 250 participants, 150 male and 100 female,
3. Methodology studying English in high and advanced
This was a mixed design study which levels. Majority of them were university
combined both qualitative and quantitative students studying in different majors, and
approaches during the data collection and the rest were taking pre-university courses.
data analysis phases. The choice of the Moreover, all of the participants had Persian
design of the study was dictated by the as their first language and aged from 19 to
nature of the objectives of the study. 35. These participants had various types of
According to Creswell (1999), a mixed social and professional backgrounds and
design allows the researcher to gather the differed with regard to the reasons for
data in order to take into account the results attending the English language classes.
of both qualitative and quantitative methods. 3.2 Data Collection Instruments
Results obtained from the quantitative phase In order to conduct the present study,
of the study were enriched and evaluated by the researchers made use of two kinds of
using qualitative semi-structured interviews, instruments. The main data collection
so that a deeper insight would be provided instrument was a validated questionnaire
into the resources which can be made including 33 questions focusing on the
available to language learners in EFL social environment participants were living
contexts like Iran. in, language learning resources available
3.1 The Context and the Participants of the inside and outside home and classroom, as
Study well as language learning activities in which
Since this study was conducted in participants were involved. The internal
Bahar Language Institute (BLI) in Shiraz consistency of the instrument was estimated
and focused on the language resources and through running Cranach‟s alpha, and it
opportunities available to language learners turned out to be 0.81 for the total instrument
in this part of the country, it is necessary to which was acceptable.
elaborate briefly on the social context of the In addition, in order to provide more
country in general and the social milieu of in-depth individual data, a semi-structured
the city in particular. As mentioned earlier, interview was conducted with a
Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
Page | 44
An Investigation into the EFL Milieu and Availability of Language… Reza Rezaei, Iman Izadi & Hassan Banaruee
Table 1: Descriptive Statistics for Language Moreover, the inferential statistics for
Learners’ Use of English at Home this category revealed that, since ,
DF = 42, and Sig = .000, there is a
statistically significant difference between
the participants‟ responses given to the
questions in category 2 (Table 4)
Table 4: Inferential Statistics for Language
Learners’ Use of English Outside Home
Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
Page | 46
An Investigation into the EFL Milieu and Availability of Language… Reza Rezaei, Iman Izadi & Hassan Banaruee
others for help. Moreover, respondents other people around them either at home or
stated that fathers were twice as helpful as the institute (Table 9).
mothers with English practice at home. Table 9: Descriptive Statistics for the Amount
Table7: Descriptive Statistics for the Family Help Exchanged Between Students and their
Members Helping Students with English at Family Members and Friends Regarding
Home English Problems
structures of the sentences and the language potential opportunities for language learning
they used. of which majority of the learners are not
When I use different web sites on the aware.
Internet such as Yahoo, Bing, or Google, I After conducting the quantitative and
think that I am learning something new from qualitative phases of the study, the results
all these websites to enhance my English indicated that almost all of the participants
learning, and even sometimes, I can use them spend majority of their time with their
to pass my exams more successfully
family members who are not fully familiar
(Participant No. 3).
I use chatting on the internet and talk to with English and may not have academic
my friends in English. I also chat with some education. Actually, this fact was extracted
people who are not English native speakers, from participants‟ responses to the
but they are of great help in some cases questionnaire items. Therefore, it is inferred
regarding the structures and vocabularies that the group of individuals with whom the
they use while chatting with me (participant language learners spend most of their time
No. 5). are not knowledgeable enough in order to be
Another resource which was of able to assist them with English language
considerable importance to these language problems. Regarding the same issue,
learners was English films and music. Borgatti and Cross (2003) reported that
Regarding this resource, one participant parents and younger siblings, due to the lack
commented: of English knowledge, are expected to be a
I listen to English songs via my cell limited source of help with English in an
phone on my way to school or home that is EFL setting.
really helpful to me regarding my listening In a study conducted in UAE social
and speaking skills (Participant No. 19).
environment, Palfreyman (2006) found out
To quote another Participant,
that since English use outside home takes
I usually watch cartoons animations in
English via my smart mobile phone. Since place mainly in public contexts where
they use simple language, they are more English is widely prevalent, speaking skill
understandable for me (Participant No. 11). (49% „every day‟) and listening skill (42%)
Another important recourse on which are practiced considerably more than reading
Iranian language learners rely is language (31%) and writing skills (22%). However, in
learning software and channels. Regarding the current study carried out in the Iranian
this theme, they said: context, known as a foreign language
I use English language learning learning context, it was indicated that in
software and programs such as Family each day, participants engage in the least
Album, How Do You Do, Learn to Speak amount of practice in speaking (4%),
English, and so on, to enhance my proficiency listening (4%), reading (6%), and writing
in English, and I think they are really helpful (4%) outside home or the language institute.
(Participant No. 14). In addition, more than 68% of the
My teachers at institute and school participants claimed that materials and
appreciate my progress in English learning
opportunities such as monolingual English
during the last two years. I believe that this
would not happen if I did not make use of dictionaries, reading stories, magazines, and
How Do You Do DVDs at home and language newspapers, chatting on the Internet, using
learning channels in Telegram and Instagram Web Pages are „useful‟ or „very useful‟
(Participant No. 23). items for language learning practice.
Actually, the participants‟ responses in Furthermore, nearly 82% of the participants
interview section shed light on some new mentioned that for the purpose of language
resources and opportunities for language learning skills, watching English films and
learning which were not somehow indicated animations are considered as „useful‟ or
in the questionnaire items. That is to say, the „very useful‟ resources; however, traditional
interview section had a complementary role resources such as grammar textbooks were
and provided deeper insight into the rated as “less useful” among other language
resources and opportunities for English learning resources.
language learning in a foreign context. Similarly, Kazemi and Izadi (2013)
4.2 Discussion conducted a study focusing on the social
In the current study, the research context and available resources for English-
questions dealt with the type of resources language learners in Iran. The participants of
Iranian English language learners employ in that study were a group of intermediate and
their specific EFL context. Moreover, an upper-intermediate language learners
attempt was made to elaborate on the studying English in a language learning
Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
Page | 48
An Investigation into the EFL Milieu and Availability of Language… Reza Rezaei, Iman Izadi & Hassan Banaruee
Lazar (2015) claims that making use resources and opportunities for language
of digital resources from early ages can learning including Internet messengers,
encourage children to encounter a world of English language learning software and
information, different people, and different language learning channels and groups in
cultures; Since access to computers is social networks of which majority of the
sometimes limited, many public libraries subjects were not completely aware;
and school offer the use of these technology moreover, in cases of their awareness of
resources where teachers and parents can these potential resources, they do not use
use digital resources with their children. them for the purpose of language learning
Digital resources also encourage children to (for example, they use the Internet for doing
learn about the world around them and to some other activities except language
become active digital citizens and tolerant of learning. They search, chat, or send emails
other cultures. The emergence of these but they use Persian language, while using a
technologies into early education has meant language is considered an important way of
that children now have access to information learning it). Furthermore, it was found that
and learning opportunities at any time and in language learners themselves can be relied
any place (Lazar, 2015) upon as a great source of assistance for other
Therefore, as far as the results of the language learners at home or in the language
present study show, it can be inferred that institute regarding different kinds of
peer group activities and cooperation can be language learning activities or practices.
enumerated as a precious source of Keeping this study‟s findings in mind,
assistance for English language learning in language teachers and instructors in EFL
the Iranian social milieu. This is because in context can provide some interesting
almost majority of the cases, students are homework for the language learners in
willing to resort to their friends and order to motivate them to make use of these
classmates in order to cope with the English language learning resources, prevalent on
language learning problems they face. the Internet, and improve their language
Regarding this issue, some eminent figures skills. Of course, employing such issues and
such as Vygotsky (1962), Wertsch(1985), resources inside the classroom will make the
Ellis (1994), Lantolf (2000) mention that English classes more vivid and joyful for
group work and cooperative activities can be both learners and instructors. For further
of considerable significance in various studies, it is suggested that some specific
dimensions of leaning during the life span of and widespread language learning resources
all learners in general and language learners be chosen to determine which one has the
in particular. greatest role and impact in language learning
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Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
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Cite this article as: Rezaei, R., Izadi, I. & Banaruee, H. (2018). An Investigation into the EFL Milieu and
Availability of Language Learning Opportunities to Iranian English Language Learners. International Journal of
English Language & Translation Studies. 6(2). 41-53.
Page | 52
An Investigation into the EFL Milieu and Availability of Language… Reza Rezaei, Iman Izadi & Hassan Banaruee