The present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research. Manuscript profile

The present paper was an attempt to delve into the issue of adolescents’ identity reconstruction in a non-immigrant EFL context. Interactive Acculturation Model was used to derive sociocultural identity reconstruction strategies adopted by Iranian adolescent EFL learners in their homeland. To this end, a questionnaire with 75 items in 17 main domains was constructed and validated through the participation of 349 EFL learners aged 13 to 21 years as the identity confusion stage of adolescence. Factor analyses were performed to validate the questionnaire and the result led to a final 24-items instrument with 4 main domains of lifestyle, eligibility of English language and performers, social customs and traditions, and perceptions of freedom, on which, Iranian adolescent EFL learners’ identity reconstruction strategies can be derived. The questionnaire can be used in interdisciplinary fields of research related to TEFL, Sociology, and sociocultural and identity-related studies to come up with the effect of sociocultural elements in identity (re)construction of EFL learners.   Manuscript profile