Language Teacher Identity Influenced by Technology: A Complexity Theory Perspective

This paper argues that the traditional linear models used in Teaching English to Speakers of Other Languages (TESOL) do not effectively represent the complex and interconnected nature of language teacher identity. The study proposes complexity theory as a framework to better understand how English Language Teaching (ELT) identities in higher education in Iran evolve in response to the growing influence of digital technology. The research explores how these factors shape and transform teacher identities by examining the intricate relationship between digital connectivity and the changing technological landscape. The study employed qualitative methodology, conducting semi-structured interviews with sixteen university English language instructors/professors. The interviews were recorded, transcribed, and analyzed using MAXQDA software, resulting in the identification of key themes: 1) Digital Literacy and Skills; 2) Digital Connectivity and Engagement; 3) Accessibility and Information Delivery; 4) Educational Environment and Dynamics; and 5) Personal Traits. The findings offer practical implications for educational policymakers in higher education and suggest ways to align professional development programs with the evolving demands placed on teachers by digital environments.