EFL Learners Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significantpredictors of students’ western attachment. From three subscales of attitude, only behavioral attitude is negative and significantpredictors of students’ religious attachment. In addition, Iranian attachment is influencedby cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significantpredictor of students’ cultural attachment. It is also found that, artistic attachment is influencedby behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.