[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186811-en":3,"doc-seo-186811-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},186811,962085564807,"Rizky","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"Research & Report","IJLTR - Volume 4 - Issue 3","This paper, published in the International Journal of Language Teaching Research (IJLTR), presents findings from a study on the influences and roles related to English as a Foreign Language (EFL) teaching in Iran. Conducted with 75 Iranian teachers, the research explored crucial factors affecting students' communicative competence and the teachers' perceived roles in the instructional process. The study revealed that students prioritize effective and enjoyable communication in the second language (L2), with secondary importance placed on collaboration and avoiding L1 use. Contrary to some pedagogical trends, L1 usage was not a significant concern for students, and native-like accuracy or pronunciation were lower priorities. The findings also indicate that teachers are most frequently perceived as facilitators and communicator models, tasked with providing materials and facilitating communication. Interestingly, the role of a native speaker was not considered important by any of the participants. The data highlights that pedagogical interventions should focus on fostering genuine communication and collaborative learning environments. Source analysis shows that workshops by the board of education and books/journals are prime sources of professional development for teachers, followed by teachers' manuals and university courses. Role-playing and games emerged as the most effective activities for promoting communicative skills, underscoring the need for interactive and engaging teaching methodologies to enhance language acquisition in Iranian EFL classrooms.","| Received: 21 Apr. 2016\u003Cbr>Accepted: 15 Sep. 2016 | Revised version received: 10 July 2016\u003Cbr>Available online: 1 Oct. 2016 |\n| --- | --- |\n\n\n| Participants’ General Information | Iranian Teachers |\n| --- | --- |\n| Gender |  |\n| Male | 33 |\n| Female | 42 |\n| Educational Background |  |\n| BA degree | 51 |\n| MA degree | 24 |\n| Age |  |\n| 21-30 | 14 |\n| 31-40 | 26 |\n| 41-50 | 20 |\n| 50 + | 15 |\n| Teaching Experience |  |\n| 0-1 | 23 |\n| 1-5 | 17 |\n| 5-10 | 18 |\n\n\n| Sources and Places | No. of Mentions |\n| --- | --- |\n| Workshop held by the board of education | 66 |\n| Books or journals | 35 |\n| Teachers’ manual | 33 |\n| University | 24 |\n| TESOL seminars/lectures | 21 |\n| Workshop held by a teachers’ association | 12 |\n| The Course of Study | 6 |\n| Others | 3 |\n\n\n| Important factors for students | No. of Mentions |\n| --- | --- |\n| To communicate effectively in L2 | 63 |\n| To enjoy communicating in L2 | 60 |\n| To collaborate with each other | 48 |\n| Never to use L1 (Persian) | 15 |\n| To talk to a native speaker | 12 |\n| To acquire native like accuracy | 9 |\n| To acquire native-like fluency | 6 |\n| To acquire native-like pronunciation | 6 |\n\n\n| Role of Teachers | No. of Mentions |\n| --- | --- |\n| To be a facilitator | 63 |\n| To be a communicator model | 52 |\n| To be a communicator | 44 |\n| To provide material | 42 |\n| To have native like accuracy | 20 |\n| To have native-like pronunciation | 18 |\n| To have native-like fluency | 16 |\n| To be a native speaker | 0 |\n\n\n| Frequency | No. of Mentions |\n| --- | --- |\n| Never | 0 |\n| Hardly ever | 3 |\n| Sometimes | 6 |\n| Often | 18 |\n| Usually | 24 |\n| Always | 24 |\n\n\n| Activity | No. of Mentions |\n| --- | --- |\n| Role play | 66 |\n| Games | 54 |\n| Discussion | 30 |\n| Problem solving | 24 |\n| Information gap | 12 |\n| Listing/ranking | 4 |","cbCaijmjsE2NuikJ","https://ap.wps.com/l/cbCaijmjsE2NuikJ","pdf",1176521,1,22,"English","en",105,"# Participants' General Information\n# Sources and Places\n# Important factors for students\n# Role of Teachers\n# Frequency\n# Activity","[{\"question\":\"What were the main priorities for Iranian students learning English as a Foreign Language?\",\"answer\":\"Iranian students prioritized effective and enjoyable communication in English as a second language (L2), followed by collaboration and minimizing the use of their native language (L1). Native-like accuracy and pronunciation were less important to them.\"},{\"question\":\"How did Iranian teachers perceive their roles in EFL instruction?\",\"answer\":\"Teachers were most often seen as facilitators and communicator models, responsible for providing materials and enabling communication. The role of a native speaker was not considered significant by any of the participating teachers.\"},{\"question\":\"What are the most impactful sources of professional development for EFL teachers in Iran?\",\"answer\":\"The most influential sources for professional development were workshops organized by the board of education, books and journals, and teachers' manuals. University courses also played a role in their training.\"}]","IJLTR - Volume 4 - Issue 3 | PDF",1788377105,55,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"ijltr-volume-4-issue-3","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/ijltr-volume-4-issue-3/186811/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-04","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What were the main priorities for Iranian students learning English as a Foreign Language?","Question",{"text":76,"@type":77},"Iranian students prioritized effective and enjoyable communication in English as a second language (L2), followed by collaboration and minimizing the use of their native language (L1). Native-like accuracy and pronunciation were less important to them.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How did Iranian teachers perceive their roles in EFL instruction?",{"text":81,"@type":77},"Teachers were most often seen as facilitators and communicator models, responsible for providing materials and enabling communication. The role of a native speaker was not considered significant by any of the participating teachers.",{"name":83,"@type":74,"acceptedAnswer":84},"What are the most impactful sources of professional development for EFL teachers in Iran?",{"text":85,"@type":77},"The most influential sources for professional development were workshops organized by the board of education, books and journals, and teachers' manuals. University courses also played a role in their training.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,136],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":46,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":46,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":46,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]