Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners’ engagement in the online learning context and make principled decisions when it comes to learners' engagement.

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Teacher agency as an influential factor in teacher professionalism has recently gained global inquiry in the EFL context. However, no valid instrument has ever been designed to evaluate EFL teachers’ ecological agency. This gap prompted the researchers of the current study to develop and validate a questionnaire to assess EFL teachers’ ecological agency. In the first phase, a comprehensive review of the literature and semi-structured interviews were conducted to determine the underlying components of the teacher ecological (TEA) questionnaire based on Priestley et al.’s (Flip the System 134–148, 2015) ecological agency model. In the second phase, the newly developed TEA questionnaire including 40 items was subjected to reliability and validity issues. Therefore, it was piloted with 222 Iranian EFL teachers selected through non-probability convenience sampling. The Cronbach alpha results confirmed an acceptable reliability index (.858). The results of factor analysis revealed that the number of items was reduced to 37 and indicated that the data on teacher ecological agency loaded on 3 components: iterational (9 items), practical-evaluative (14 items), and projective (10 items). In addition, the structural equation modeling (SEM) results confirmed that the model enjoyed sound psychometric properties. The upshots of the current study have undoubtedly significant implications for teacher educators and teaching practitioners.