Identity Construction and E-Learning: The Role of Virtual Teaching in EFL Learners’ Identity

The present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the most/least dominant types of identity construed in the E-learning context and explored the possible difference between male and female learners as far as E-learning identity is concerned. To achieve the objectives, the researcher adopted survey research as a quantitative method with a sample of 80 newcomer students of both genders. The study centered on the Internet via Adobe Connect Application for virtual classes. It is worthy to mention that participants of the study experienced E-learning during a term in the case of virtual education imposed by COVID-19. The data were collected through Aspect Identity Questionnaire (AIQ) and moved to SPSS software to be analyzed and interpreted. Results indicated that a high extent of language learning identity was achieved among the participants, and relational and collective identity types were identified as the most and least dominant ones in them, respectively. Moreover, findings of overall language learning identity presented no difference in both genders (male & female EFL learners).