The Presence of Learner Identity in Online Classes in UTAS-Rustaq

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online increases need invest digital identities. Virtual classes are new context for many Omani students, including University of Technology Applied Sciences-Rustaq (UTAS-Rustaq) introducing them social norms relatively assigned roles. Despite students’ current presence virtual classes, they not world; already part networks. The present study, therefore, aims investigate participation media whether such would have an impact on their acceptance involvement learning. There is urge examine this area which remains unexplored UTAS-Rustaq due its past limited practices. A mixed-method approach was implemented elicit data; focus group interviews aimed seek in-depth insights illuminate collected data from survey. participants were English language learners who experienced almost year. results indicated positive world contrast negative classroom. Surprisingly, technical difficulties reason resentment learning; contrary, students reported that elevated skills situation. Rather, negativity arose lack relational connectedness with context, kept referring as temporary situation teachers’ support.