Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.

中文翻译：

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双重身份或身份对决：通过学习者的自我反思形成身份方面的外语语境二元力

背景：语境和身份之间的联系对语言教学和学习至关重要。然而，在各种 EFL 上下文中，对身份方面的关注较少。目的：本研究通过自我反思检查了参加公共和私人英语语言课程的 EFL 学习者的身份方面。方法：在这种混合方法设计中，128 名方便选择的 EFL 学习者，包括男女，对身份方面问卷做出了回应，其中 23 名参与者被邀请参加后续的半结构化访谈，以对问卷数据进行三角测量。该研究对定量数据进行了配对样本 T 检验，而对定性数据进行了主题分析以提取和编码主题。结果：结果表明，在这两种 EFL 情境中，个人和关系身份方面没有显着差异，而集体和社会身份方面则存在差异。定性数据表明，EFL 学习者通过保留和创造协同适应和采用某些身份。两个 EFL 班级之间的共同身份主要发生在个人和关系方面，而社会和集体方面似乎相对不同。参与者在这两个 EFL 课程中同时拥有个人主义和集体主义文化维度。然而，他们在私立英语语言学院更以个性为中心，在公立高中更以社会为中心。关于身份问题的讨论表明，外语环境影响社交过程。个人根据他们共同的身份定位在一个环境中，而不同的身份导致他们形成或采用新的身份。启示：这些发现可以帮助 ELT 教师和研究人员扩大他们对不同 EFL 语境中语言学习者身份的认知。