Document Type : Research Paper

Authors

• Behzad Rahbar ¹
• Fateme Jafari ²
• Reazamorad Sahraei ³
• Roya Letafari ⁴

¹ Department of LInguistics, Allameh Tabataba'i University, Tehran, Iran

² PHD student of Allameh Tabatabai University

³ Professor of Linguistics Department of Allameh Tabatabai University

⁴ Professor of Tarbiat Modares University

Abstract

Using the Common European Framework of Reference for Languages, this study examines the identity challnges of international students in Iran. After arrival in Iran, these students often face certain identity challenges that effect their language learning, identity navigation, and so forth. These students’ dissatisfaction with their learning experience can reduce the effectiveness of the pre-planned syllabus of the teaching centres. Employing a phenomenological approach, the study has used in-depth interviews with 35 international students of Farsi as a Foreign Language in different Iranian universities. The analysis of qualitative data indicates that four important factors (i.e., unsatisfactory daily communication with people, perceptions of discrimination, economic hardship, and social generalisation) negatively influence these students’ language learning process, university education, communication with the target society, identity navigation, and eventually satisfaction with their experience in Iran. Based on these findings, the study suggests that the organisations involved in international student affairs take serious stepts towards addressing these students needs and enhancing their overall experience. These can result in the acceleration of international student recruitment and internationalisation of Iranian universities and the improvement of their positions in the global (international) university rankings.

Keywords

• international students
• social identity
• challenges
• learning experience

Main Subjects

• Examining the challenges and problems of international Persian language education