An Investigation on the Relationship among Azeri Turkish EFL Learners' Language Ego Identity, cognitive Strategies and Language Achievement: focus on Ethnic Identity

This research studied the relationship among Azeri Turkish EFL learners' Language ego identity, cognitive strategies and language achievement with the mediation of ethnic identity. Pre intermediate EFL learners from three language institutes in Urmia, Iran were selected by convenience sampling and participated in this correlational study. Participants completed three questionnaires and had a final exam as the language achievement measure. EGO identity Scale developed by Keeley. Ethnic Identity Scale-Brief (EIS-B), developed by Douglass and Umaña-Taylor, Oxford cognitive developed by Oxford (۱۹۹.), and final exam grades were considered as achievement test. Structural Equation Modeling (SEM) was used to find out the hypothesized relations. The findings showed that for Azerbaijani Turkish EFL learners, cognitive strategies and ethnic identity play a key role in their language achievement, while language ego has no direct effect. The findings of the present study have significant theoretical and practical implications for teachers, teacher educators, curriculum designers, and researchers in using summarization to develop productive skills.

Keywords:

language Ego , Ethnic Identity , Language Achievement , EFL learners