Document Type : Research Paper
Authors
1
Department of Social Sciences, Faculty of Social Sciences, Communication and Media, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2
Professor of Linguistics, Allameh Tabatabaei University, Tehran, Iran
3
Assistant Professor of Anthropology, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
10.30479/jtpsol.2025.21930.1704
Abstract
Cultural shock, as a natural reaction of individuals when entering a new and unfamiliar culture, can significantly disrupt language learning and social interactions among foreign language learners. This research addresses the various challenges that non-Iranian Persian learners face while studying at universities in Iran, including cultural, social, administrative, and economic barriers. To achieve firsthand data and a deep understanding of the subject, the tradition and approach of this study are qualitative, using thematic analysis based on semi-structured interviews with 26 Persian learners from Iraq, Yemen, Lebanon, Turkey, Armenia, Kyrgyzstan, Kazakhstan, Uzbekistan, Pakistan, India, Russia, Thailand, and China. The analysis led to the identification of 10 main themes at three levels. At the individual level: cultural issues (food differences, mandatory hijab), identity challenges (conflict of religious/social values), unbalanced expectations of life in Iran; at the social level: Iranian hospitality as a source of misunderstanding, hospitality as a positive experience, feelings of isolation due to limited interactions with Iranians; and at the institutional level: discrimination in the educational system (grading, dormitory rules), administrative problems (registration and visa), lack of university support programs, and the impact of cultural shock on language learning. The findings led to the proposal of a new theoretical framework that considers cultural shock as a dynamic and non-linear phenomenon resulting from the dynamic interaction of individual, social, and institutional factors. The results of this research also emphasize the necessity of designing educational interventions such as workshops on Iranian culture and reforming institutional policies regarding support for foreign students.
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