Amir Mirahmadi Kia - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Seyyed Ayatollah Razmjoo - Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Shahram Afraz - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, ۱۲۰ EFL learners studying in different English language institutes in Iran were randomly selected, and ۳۶ learners were interviewed about their views of their identity in the qualitative phase. After extracting six factors of identity, including: second language acquisition and social status, cultural attachment, Persian language adhesion, pronunciation posture, technology involvement, and language identity, and second language knowledge, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity. After its validity and reliability were corroborated through a pilot study with ۲۰ learners, it was distributed among ۱۲۰ EFL learners. Besides, Structural Equation Modeling (SEM) analysis was run to confirm that the final proposed model enjoyed validity for future research. To do so, the confirmatory factor analysis was run, and the model of identity was developed. Eventually, the possible relationship between ۱۲۰ EFL learners’ identity and their English language achievement scores were examined, and the results of this phase indicated that there was a significant and positive relationship between learners’ identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.

Identity, language proficiency, EFL Context, Structural Equation Modeling (SEM)