| Acknowledgements | 第4-5页 |
| Academic Achievements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7页 |
| Chapter One Introduction | 第10-13页 |
| 1.1 Research Background | 第10-11页 |
| 1.2 Research Aim and Significance | 第11-12页 |
| 1.3 Thesis Outline | 第12-13页 |
| Chapter Two Literature Review | 第13-21页 |
| 2.1 Concepts of Two Key Notions in this Study | 第13-16页 |
| 2.1.1 Teachers’ Professional Identity | 第13-14页 |
| 2.1.2 Online English Training Teacher | 第14-16页 |
| 2.2 Studies on EFL Teachers’ Professional Identity | 第16-18页 |
| 2.3 Studies on Online (EFL)Teachers | 第18-21页 |
| Chapter Three Research Design | 第21-32页 |
| 3.1 Research Method | 第21-22页 |
| 3.2 Research Framework | 第22-26页 |
| 3.3 Research Setting | 第26-27页 |
| 3.3.1 Teaching Mode | 第26页 |
| 3.3.2 Course Pattern and Working System | 第26-27页 |
| 3.4 Participants | 第27-29页 |
| 3.5 Data Collection and Analysis | 第29-32页 |
| Chapter Four Results | 第32-53页 |
| 4.1 A Narrative Inquiry of Crystal’s Identity Formation | 第32-45页 |
| 4.1.1 Crystal’s EFL Learner Identity: Active and Gifted | 第32-33页 |
| 4.1.2 Becoming an Online English Teacher: a Second Choice | 第33-35页 |
| 4.1.3 Being an Online English Teacher | 第35-44页 |
| 4.1.3.1 Reconstruction of Professional Identity | 第35-37页 |
| 4.1.3.2 High Recognition in Professional Competence | 第37-39页 |
| 4.1.3.3 Self-positioning and Investment | 第39-40页 |
| 4.1.3.4 Effects of Institutional Culture and Leadership | 第40-44页 |
| 4.1.4 Uncertainty: Whether to Continue the Profession | 第44-45页 |
| 4.2 A Narrative Inquiry of Jessica’s Identity Formation | 第45-53页 |
| 4.2.1 Jessica’s EFL Learner Identity: Motivated and Diligent | 第45-46页 |
| 4.2.2 Becoming an Online English Teacher: a Natural Outcome | 第46-47页 |
| 4.2.3 Being an Online English Teacher | 第47-52页 |
| 4.2.3.1 A Successful Transition: From Offline to Online | 第47-48页 |
| 4.2.3.2 Roles’ Shift: an Excellent Teacher to a Branch Manager | 第48-50页 |
| 4.2.3.3 Effects of Institutional Culture and Leadership | 第50-52页 |
| 4.2.4 Staying an Online English Teacher as a Lifelong Career | 第52-53页 |
| Chapter Five Discussion | 第53-58页 |
| 5.1 Interplay of Multiple Sub-identities in Teacher Identity Construction | 第53-55页 |
| 5.2 Reshaped Teachers’ Roles in Online English Learning Community | 第55-58页 |
| Chapter Six Conclusion | 第58-63页 |
| 6.1 Summary of Major Findings | 第58-59页 |
| 6.2 Implications | 第59-61页 |
| 6.2.1 For EFL Teachers | 第59-60页 |
| 6.2.2 For Institution Authorities | 第60页 |
| 6.2.3 For Teacher Education | 第60-61页 |
| 6.3 Limitations and Future research | 第61-63页 |
| References | 第63-69页 |
| Appendices | 第69-71页 |
