[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186527-en":3,"doc-seo-186527-105":30,"detail-sidebar-cat-0-en-105":96},{"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},186527,962088121634,"supergirl","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","Iranian Journal of Language Teaching Research","The Iranian Journal of Language Teaching Research (IJLTR) publishes original research articles on language teaching. The journal covers a wide range of topics related to language pedagogy, curriculum development, teacher training, and assessment. IJLTR aims to provide a platform for researchers and practitioners to share their findings and insights, and to contribute to the advancement of language teaching knowledge and practice. The journal is a peer-reviewed publication and adheres to high academic standards. Articles are selected based on their originality, methodological rigor, and relevance to the field of language teaching. The journal strives to foster a dynamic exchange of ideas and to promote innovative approaches in language education. This research specifically investigates the perceptions and practices of Iranian teachers concerning foreign language instruction. It aims to identify key factors influencing student engagement, effective teaching methodologies, and the role of teachers in facilitating communication skills. The study presents data on teacher demographics, sources of professional development, and perceived importance of various student-centered learning objectives. Additionally, it evaluates the frequency and effectiveness of different classroom activities such as role-playing, games, and discussions. The findings offer valuable insights for language teacher education programs and curriculum design in Iran.","| 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 |","cbCaihX66JNeLjll","https://ap.wps.com/l/cbCaihX66JNeLjll","pdf",820266,1,22,"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 is the main focus of the Iranian Journal of Language Teaching Research (IJLTR)?\",\"answer\":\"The IJLTR focuses on publishing original research articles concerning foreign language instruction, covering aspects like pedagogy, curriculum development, teacher training, and assessment.\"},{\"question\":\"What are the most important factors for students in learning a second language, according to the study?\",\"answer\":\"The study indicates that students prioritize effective communication in L2, enjoying the process of communication, and collaborative learning. 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