The main purpose of this study was to investigate how virtual identity is constructed and projected through learning English among Iranian learners of English as a foreign language (EFL) while interacting in the virtual space. In other words, this study intended to use an inductive exploratory approach to gain an influential explanation of the effective factors on EFL learners\\\' virtual identity construction. [1] and [2] Grounded Theory Methodology (GTM) was applied in this work and sixteen EFL learners (8 high school learners and 8 university students) were interviewed. The recorded interviews were transcribed and the data were subsequently coded and analyzed using the MAXQDA software. Data analysis using GTM yielded six categories: learning English context, learning English obligations, learning English facilities, affective conditions, synchronous learning, virtual zone privacy. These sub-categories resulted in a core category of EFL learners\\\' virtual identity construction. The results were discussed in the context of EFL teaching and some pedagogical implications were also proposed.

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