Given the different policies that Taiwan has implemented over the years to increase the English skills of its citizens, native English-speaking teachers (NESTs) have been incorporated into the educational scheme. While research on English as a foreign language (EFL) teacher identity in Taiwan has primarily focused on the teacher identity of local non-native English-speaking teachers (NNESTs), the unique experiences and evolving identities of NESTs in this context have received limited attention. Since teacher identity tends to be influenced by different factors, such as social relationships, context, and agency, NESTs’ new experiences in Taiwan’s context are meant to draw changes in their identities as EFL teachers. Therefore, drawing from a sociocultural perspective (Vygotsky, 1978) and grounded in activity theory (Engestöm, 1987) that seeks to understand human activity contextually, this mix-method study aims to (1) examine how teaching in Taiwan has shaped the teacher identity of NESTs, and (2) identify the key elements that have mediated their teacher identity development. Data was collected from NESTs that have been working in Taiwan for three years or more through surveys, semi-structured interviews, and in-class observations. Data was analyzed through descriptive statistics and qualitative data through content analysis. The outcomes show NESTs construct their teacher identity through cognitive, historical, and pedagogical dimensions, with mediating tools including technology and books. Contextual factors: school and cultural rules, community dynamics, and division of labor, play vital roles. Ultimately, this research contributes to the ongoing discourse on EFL teacher identity in diverse sociocultural contexts, providing valuable practical, pedagogical, administrative, and theoretical implications.

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