Tuqa Mohammad Hanoon

Despite some research on identity processing styles, there is a significant gap on identity processing styles in Iraqi EFL learners, a population with distinct sociocultural and educational backgrounds. This study aimed to address this gap by developing a model of identity processing styles tailored to Iraqi EFL learners. The participants were 30 conveniently selected Iraqi EFL learners, comprising 10 males and 20 females, who were already passing their General English course in different universities of Iraq. A semi-structured interview was conducted to collect the data about (the components of) identity processing styles. Utilizing a grounded theory approach, the gathered qualitative interview data was subjected to manual thematic analysis. According to the findings, the following major components were identified for identity processing styles from Iraqi EFL learners' viewpoints: Diffuse-Avoidant Style, Normative Style, and Informational Style, each consisting of some sub-components. The component Diffuse-Avoidant Style consisted of two sub-components including Positive Thinking and Negative Thinking. The sub-components of the component Normative Style were Religious Thinking, Personal Norms Thinking, and Social Norms Thinking. Finally, the component Informational Style was associated with two sub-components including Problem-Based Thinking and Reason-Based Thinking. The findings have some implications for Iraqi EFL teachers, learners, curriculum planners and teacher educators.