Mona Tabatabaee-Yazdi; Purya Baghaei
Abstract
Culture is rooted in every aspect of human life, and more specifically in the simplest and easiest act of language to the degree that every single speech act accounts for performing a cultural act. Thus, this study aimed to validate the Persian translation of the Intercultural Intelligence Scale developed ...
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Culture is rooted in every aspect of human life, and more specifically in the simplest and easiest act of language to the degree that every single speech act accounts for performing a cultural act. Thus, this study aimed to validate the Persian translation of the Intercultural Intelligence Scale developed by Ang et al. (2007), using the Rasch rating scale model, to discover whether the same constructs of the scale would be extracted in order to make it available to use within the Persian language contexts. The scale was administered to 203 EFL teachers who have taught English in several language institutes and universities. Findings showed the test had an acceptable person and item separation reliability which proved the external validity of the scale. The order of the category thresholds showed the respondents could discriminate well among the scale’s categories. Therefore, the scale is potentially valid and can be used as a measure of Intercultural Intelligence in the Persian language contexts.
Saeed Rezaei; Ava Bahrami
Volume 7, Issue 1 , March 2019, , Pages 67-82
Abstract
This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered ...
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This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian English language teachers. The results of confirmatory factor analysis showed that the model was fit and eight components namely 1) religious beliefs, 2) history, 3) customs, 4) manners and behaviors, 5) Persian language, 6) literature and art, 7) parents’ influence and 8) family relations were confirmed to form the core of Iranian cultural identity. The findings also revealed that the older and more experienced teachers had the highest level of Iranian cultural identity. Besides, the results showed that female teachers had stronger Iranian cultural identity than their male counterparts, and teachers from different fields of study and with different university degrees and mother tongues did not significantly differ in their cultural identity.