_1722245906 20240729130826000 Rovedar Daryoushbabazadeh@gmail.com Rovedar Journal of Contemporary Language Research J. Contemp. Lang. Res. 2980-8065 06 27 2024 3 2 Fereshte Jafari https://orcid.org/0009-0007-1071-0021 Mitra Zeraatpishe https://orcid.org/0000-0001-7918-3062 Zahra Zohoorian https://orcid.org/0000-0001-6111-2629 Introduction: Online education has been used more widely after COVID-19. This calls for teachers’ familiarity with technological tools and pushes them toward gaining computer literacy to improve their efficacy. Moreover, there is a growing recognition of the need to redefine professional identities in this context. This study was an attempt to investigate the relationships between EFL teachers’ professional identity and computer self-efficacy with their effectiveness in online classes. Methodology: To conduct the study, 100 EFL teachers from English language Institutes and schools in Bojnourd, Iran, participated in the study. They completed three questionnaires, namely, professional identity, computer self-efficacy, and online EFL teacher effectiveness. The obtained data were analyzed using two Spearman correlation coefficients and one regression analysis. Results: The findings indicated significant relationships between professional identity and computer self-efficacy with teacher effectiveness in online classes. Moreover, it was found that computer self-efficacy was a better predictor of online EFL teacher effectiveness. Conclusion: The findings indicated that teaching effectiveness is a crucial aspect of professional development in online education. This highlights the importance of educators possessing strong computer skills and actively reshaping their professional identities. By doing so, teachers can significantly enhance the success and practicality of their online classes, benefiting both students and the educational system as a whole. 06 27 2024 20 30 https://creativecommons.org/licenses/by/4.0 10.58803/jclr.v3i2.98 https://jclr.rovedar.com/index.php/JCLR/article/view/98 https://jclr.rovedar.com/index.php/JCLR/article/download/98/124 https://jclr.rovedar.com/index.php/JCLR/article/download/98/124 Alaee, M. (2015). Investigating the relationship between multiple intelligences and professional identity of Iranian EFL teachers. Journal of Pan-Pacific association of applied linguistics, 19(2), 1-21. https://doi.org/10.1080/23311908.2019. 1592796. 10.4018/ijcee.2014040102 10.30935/cedtech/11570 10.1016/j.tate.2003.07.001 10.61468/jofdl.v16i1.105 10.1023/A:1021302408382 10.1007/s11528-015-0834-1 http:// doi.org/10.1007/s11528-015-0834-1 10.2478/mjss-2018-0062 10.1177/0013175X15570854 Chen, K. T. (2012). Elementary EFL Teachers' Computer Phobia and Computer Self-Efficacy in Taiwan. Turkish Online Journal of Educational Technology-TOJET, 11(2), 100-107. https://files.eric.ed.gov/fulltext/EJ989017.pdf 10.4324/9781315223964 10.1080/09585176.2015.1103278 10.4018/IJCALLT.2016070101 10.1515/9780791490471 Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28. https://doi.org/10.22054/ilt.2020.52263.496 10.46328/ijres.v6i4.1454 10.9743/JIR.2015.16 Fallah, R., Chalak, A., & Heidari Tabrizi, H. (2022). Professional identity reflection of Iranian EFL instructors in e-teaching: Focus on achievement orientation theory. International Journal of Foreign Language Teaching and Research, 10(42), 135-148. https://doi.org/10.30495/jfl.2022.692665 10.1016/j.tate.2005.09.002 Gallagher, M. (2012). How principals support teacher effectiveness. Leadership, 41(3), 32-37. https://files.eric.ed.gov/fulltext/EJ971407.pdf 10.1080/16823200902943346 Gunawardena, C., Lowe, C., & Carabajal, K. (2000). Evaluating online learning: Models and methods. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1677-1684). 10.1016/j.sbspro.2010.12.261 Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A review of flipped learning. Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco: Jossey-Bass. 10.1515/cjal-2013-0002 10.1016/j.tate.2012.01.010 10.1002/cc.403 10.1108/IJMCE-01-2016-0004 Jung, M., & Carstens, R. (Eds.). (2015). ICILS 2013 user guide for the international database. Amsterdam: IEA. 10.1016/j.tate.2005.06.009 10.15663/wje.v15i3.79 10.1016/j.edurev.2014.06.001 10.1016/j.tate.2003.10.002 10.1016/S0747-5632(02)00057-2 Labbaf, A., Moinzadeh, A., & Dabaghi, A. (2019). Professional identity and teaching quality: The case of Iranian EFL teachers. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 11(24), 201-225. https://ensani.ir/file/download/article/1580728905-9818-24-8.pdf 10.1016/j.compedu.2014.01.001 10.1037/0033-3204.40.1-2.155 10.1177/003172171009100713 Mathew, N. G., Sreehari, P., & Al-Rubaat, A. M. (2019). Challenges and implications of virtual E-learning platform in EFL context: Perceptions of teachers. International Journal of English Language Teaching, 7(2), 100-116. https://eajournals.org/ijelt/vol-7-issue-2-march-2019/challenges-and-implications-of-virtual-e-learning-platform-in-efl-context-perceptions-of-teachers/ Mohammady, A., (2021). On the development and validation of online EFL teacher effectiveness scale. Unpublished Thesis, Islamic Azad University, Mashhad, Iran. 10.3102/0034654308326083 10.1080/2331186X.2018.1443374 10.5172/ijpl.5.2.80 10.1002/jaal.549 10.1016/j.procs.2010.12.034 10.1016/j.sbspro.2011.02.015 10.24059/olj.v24i2.2071 Rozati, F. (2017). Relating EFL teachers' professional and institutional identity to their teaching efficacy. Issues in Educational Research, 27(4), 859-873. http://www.iier.org.au/iier27/rozati.html 10.1016/j.compedu.2009.07.010 Sangi, Kh., & Bagheri, B. (2016). The effect of computer anxiety and computer self-efficacy on Iranian EFL learners’ performance in the speaking section of the TOEFL IBT. Journal of Language and Translation, 2(12), 27-36. https://journals.iau.ir/article_528748_329b3689c0e5c5634ab8bc9fb837e79e.pdf 10.19173/irrodl.v13i2.1161 10.1016/j.chb.2015.06.038 10.1037/0022-0663.99.3.611 10.1016/j.tate.2009.11.001 10.1177/0022487110390221 10.28945/3502 Sutrisna, I. P. E., & Dewi, N. P. D. U. (2021). The effectivness of E-learning for English class in Efl setting and its implication during Covid-19 pandemic. Language 10.33394/jo-elt.v10i2.7524 10.1016/j.compedu.2014.01.014 Topkaya, E. Z. (2010). Pre-service English language teachers' perceptions of computer self-efficacy and general self-efficacy. Turkish Online Journal of Educational Technology-TOJET, 9(1), 143-156. https://files.eric.ed.gov/fulltext/EJ875778.pdf 10.19173/irrodl.v14i5.1465 Whitehurst, G. J. (2002). Scientifically based research on teacher quality: Research on teacher preparation and professional development. White House Conference on Preparing Tomorrow’s Teachers. (pp. 39-53). http://eds-courses.ucsd.edu//tep129/readings/whithurst.pdf 10.1207/s15389286ajde2002_2 10.1111/jcal.12042