Investment in English language learning by adult Iranians

Mehdi Moharami; Anne  Keary; Alex  Kostogriz

doi:10.21153/tesol2025vol34no1art2162

Authors

Mehdi Moharami Southern Cross Education Institute -Higher Education
Anne Keary Monash University
Alex Kostogriz Monash University https://orcid.org/0000-0002-8129-1967

DOI:

https://doi.org/10.21153/tesol2025vol34no1art2162

Keywords:

Education language policy, English language learning, Investment, Globalisation of English, Imagined community

Abstract

This paper investigates how Iranian learners invest in English language education amid various cultural and societal influences. Recently, Iranian authorities have expressed concern about the impact of English on society and culture. The first author interviewed eight adult learners in Iran to explore their perceptions of learners’ investment in English language learning, drawing on Darvin and Norton’s (2016) model. The findings reveal a complex interplay between local and global factors affecting language learning and identity formation. Despite government policies aimed at preserving traditional values, learners express personal and societal benefits from acquiring English. The research highlights that learners’ motivations stem more from this interplay of benefits, rather than just globalisation, which Iranian authorities often view as a threat. This underscores the resilience of Iranian learners as they navigate their linguistic and cultural identities, demonstrating that they see English not only as a foreign language but as a tool for personal and societal advancement. This study contributes to the understanding of how Iranian learners navigate and invest in English language education, shedding light on the cultural and societal factors that shape their perceptions and motivations.

Author Biographies

Mehdi Moharami, Southern Cross Education Institute -Higher Education

Mehdi Moharami is a PhD graduate from the Faculty of Education at Monash University. His main research focus is on the impact of English language learning on language learners' identity formation and practices. Mehdi is interested in cultural studies, TESOL, teaching language skills along integrating language learning with social practices.
Anne Keary, Monash University

Anne Keary’s research and teaching aim to enhance the provision of socially-just education in diverse cultural and linguistic educational settings. She teaches introductory teacher education and early childhood education undergraduate and postgraduate courses. Anne employs a qualitative longitudinal approach to research exploring social and educational responses to changes in families and family relationships, and how they shape transitions to education, work and community life. She takes an interdisciplinary collaborative approach to research engaging with other disciplines, universities and a range of industry partners.
Alex Kostogriz, Monash University

Alex Kostogriz is a Professor of Languages Education in the Faculty of Education, Monash University. His research is based on sociocultural approaches to learning and teaching and centres on two overarching goals. The first is to understand the conditions by which students' involvement in various classroom practices is shaped, and how such involvement affects both what is learned and how it is learned. The second is to use this understanding to help create effective classroom communities of learners and inform teaching practices. Alex’s publications are focused on teacher education reforms, professional practice and ethics, and the experiences of beginning teachers.