A Case Study Of Iranian EFL Teachers' Perceptions Of Communicative .
EUROPEAN ACADEMIC RESEARCHVol. I, Issue 10/ January 2014ISSN 2286-4822www.euacademic.orgImpact Factor: 0.485 (GIF)DRJI Value: 5.9 (B )A Case Study of Iranian EFL Teachers' Perceptionsof Communicative Language Teaching ApproachSAMIRA NIKIANFaculty of EducationUniversity of Technology MalaysiaSkudai, JohorMalaysiaAbstract:Communicative Language Teaching (CLT) is advocated bymany applied linguists as one of the effective approaches to EnglishLanguage Teaching. In recent years CLT has expanded beyondEnglish as Second Language (ESL) contexts to English as a ForeignLanguage (EFL) and EFL countries have shown an increasing interestin teaching of English by using of Western methodologies such ascommunicative language teaching (CLT) which represents a change offocus in language teaching from linguistic structure to learners' needfor developing communication skills. While the principles and theoriesof CLT may be well documented, perceptions and attitudes about thetheory are not consistent. Therefore, it was vital to survey theperceptions and expectations of teachers. This paper focuses on IranianEnglish teachers' perspectives on CLT—how they define it, whether ornot they use it, and what they see as its strengths and weaknesses inregards to EFL in Iran. The participants in this study are 10 IranianEFL teachers. The main instruments used to elicit data for the studywas in depth interview. The results of this study indicated that IranianEFL teachers hold favourable perceptions toward principles of CLTand are well aware of the basic principles of Communicative LanguageTeaching. The findings of this study are significantly different fromprevious related research where it was found that EFL teachers mainlypursued traditional practices and have unfavourable perceptions ofCommunicative Language Teaching approach.Key words: Iranian teachers, perception, case study, EFL.3438
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachIntroduction and background of the studyThe current educational system of Iran involves 4 levels:primary school, junior high school, high school, and preuniversity. In this framework, pupils attend to primary schoolat the age of seven for five years. The primary school programincludes different subjects such as Persian language,elementary science and elementary social sciences but Englishis not taught in Iranian primary schools. After 5 years atprimary level students proceed to junior high. In this levelEnglish is taught for three hours per week as one of the keysubjects. Students proceed to high school for another threeyears after finishing junior high school and study English twohours a week. Reading comprehension is the most importantpart of high school textbooks (Birjandi et al. 2000, 2002a,2002b). Studying in pre-university level takes one year andEnglish is taught four hours a week. The pre-university Englishtextbook is designed on the basis of meaning and structurewhile other levels focus on structure and form rather thanmeaning (Dahmardeh adi 2000; Bagheri 1994; Moradi 1996; Rahimi1996; Rashidi 1995; Saadat 1995; Zanganeh 1995)Communicative skills have been neglected in the educationalsystem since in countries such as Iran the focus is onachievement and teachers have to prepare students forgrammar based exams. Many factors affect the weaknesses inthe use of English language even after studying 7 years atpublic school. Dahmardeh (2009) explains, source ofweaknesses as follows:(i)Language competence of Iranian language teachers:Unfortunately most Iranian teachers are not qualified enoughto implement Communicative Language Teaching approach intheir classes effectively. They need in service training sessionsto adopt themselves to the requirements of the new curriculum.(ii)The time available for language teaching within theEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143439
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachschool year: Time limitation for the English subject at school isone of the most important constraints in designing thecurriculum. Dahmardeh (2009) believes the available time forlanguage teaching in Iran in comparison with other countries isvery short.(iii)Availability of resources: In most schools in Iranthere are 30-35 students in each class and in this situationproviding enough communicative materials in the classroomseems very difficult.(iv) Lack of pupils’ interest: one of the most popularreasons for lack of motivation in students is because thetextbooks as well as the syllabus were both structure based,learners do not recognise the needs of language use outside theclassroom. In addition, they look at language as an academicsubject rather than as skills based and being helpful for theirfuture. (Dahmardah 2009, 197).All these difficulties in public schools lead languagelearners attend to the private institutes to improve theircommand of English proficiency (Riazi and Razmjoo 2006). TheIran-America society was the first formal English languageinstitute which was established in 1925. (Farzin-nia 1964).After the Islamic Revolution of 1977 the name of the institutewas changed to the Iran Language Institute (ILI) and itunderwent some changes in terms of management, objectives,and curriculum. Gradually, due to the importance of foreignlanguage instruction and deficiency of EFL instruction inIranian public schools , many institutes were established allover the country which use different textbooks for different agegroups .The most popular textbooks for teaching English forchildren are Tiny Talk, New Parade and Get Ready. On theother hand, “Let’s Go” and “Chatterbox” are very common booksfor teenagers. Different institutes offer different courses forAdolescents and Adults such as Cutting edge, New Interchange,New Headways, American Headways, Spectrum, NewAmerican Streamline, IELTS textbooks and TOFEL TextbooksEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143440
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approach(Riazi et al. 2006). Iranian private Institutes’ instructions arebased on 21 sessions lasting one and a half months. Languagelearners who are interested to improve their command ofEnglish efficiency in institute must sit for a placement test.Students are put into appropriate levels according to the resultsof the placement test and their achievement in class isevaluated based on midterm, final exam, and class activities.Thus, according to the principals in private institute Riazi et al(2006) found private institutes in Iran focus on CLT rather thanpublic schools.Statement of the ProblemDahmardah (2006) claims that Iranian ELT programme isbased on reading, grammar and to some extent writing andvocabulary. So listening and speaking are neglected in IranianELT programme at school. He concluded that the ELTprogramme in Iran is teacher centred and students are quitepassive in the learning process. Despite this, most Iranians areinterested in learning English for a number of reasons. Firstly,the latest technological and scientific resources are mostlywritten in English. Secondly, use of internet makes learningEnglish necessary. Thirdly, differences in cultural conventionscan lead to difficulties in the communication among people withdifferent cultural backgrounds. As differences can causemisunderstanding, unsatisfactory interaction and evenunpleasant physical reactions (Zhang 2010), mastery of Englishis necessary for cultural exchange.The introduction of a new approach such as CLT entailsparadigm shift for all stakeholders especially teachers (Defeng1998). In other words paradigm shifts means a change inperception. If teachers are interested in adopting an approach,they will support its implementation and if not, they will beresistant to the change in perception required to implement theapproach (Careless 1999). In addition, some researchers (VanEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143441
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachder Walt 1990, Harmer 1995 and Holiday 1997) believe youngteachers are better able to adjust their perceptions to make theparadigm shift while, teachers who are accustomed totraditional methods cannot adjust themselves easily as theCommunicative Approach has changed teachers’ role frombeing authoritarians to being facilitators. In this regards, youngteachers in private institutes of Iran that apply communicativelanguage teaching as the approach of teaching are moreappropriate for this study in compare with the teachers ofpublic schools that use traditional methods for teaching.Up to now little research has been done on the impact ofteachers’ perceptions on the effective implementation ofCommunicative Approach in EFL setting such as Iran. Thisstudy specifically seeks to investigate the Iranian teachers’perceptions toward CLT.Literature ReviewIn Asia many research has been conducted to review teachers’perceptions regarding CLT (Li 1998; Liao 2003, 2004; Nishino2008, 2009; Hiep 2007; Ha 2004; Sakui 2004; Shawer 2010).One of the earlier studies on teachers’ perceptions regardingCLT was carried out by Karavas-Doukas (1995, 1996). Theresults show that the teachers held favourable perceptionstowards the approach. Richardson (1996) conducted a researchon the relationship between Australian teachers’ perceptionsand their practice in the classroom and observed five aspects ofCLT namely group work, error correction, role of grammar,teacher role, and learner role. He concluded that teachers inAustralia had a positive perception towards these five factorsrelating to CLT. Similarly, Razmjoo and Riazi (2006)investigated high school teachers’ perceptions of CLT in Iran.They found that most of Iranian teachers in high school hadpositive perceptions of CLT and its principles.EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143442
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachIn Bangladesh, Karim's (2004) found the majority ofuniversity level teachers held positive perceptions of CLT andwere aware of the principles of CLT. These teachers’perceptions towards CLT were reflected in their practice in theclassroom (Karim 2004). Hawkey’s (2006) research on Italianteachers’ perceptions towards the advantages of the CLT showsthat Italian teachers held strong positive perceptions of CLT. Inaddition, Italian teachers held positive strong perceptionstowards pair-work activities to meet the learners'communicative needs (Hawkey 2006). In China, Liao (2003)probed teachers' perceptions toward CLT. The result showedthat the majority of Chinese teachers were in favour ofimplementing CLT and had strong and positive perceptionstoward CLT. This result is similar to the findings of studiesconducted in Taiwan. In Taiwan, Chang (2009) studied highschool teachers' perceptions of CLT and their practice in theclassroom. He found Taiwanese teachers apply CLT with favourand had a tendency to use more communicative tasks in theirclassroom. In Japan Sakui (2004) and Nishino (2008) foundthat Japanese teachers had positive perceptions and werewilling to incorporate and use CLT in their teaching practices,although both studies found some challenges in applied CLTdue to the impact of grammar-based entrance examinations andlarge classes.These studies show that Asian teachers were generallypositive about the implementation of CLT and it appears thatAsian teachers are motivated to apply CLT in the classrooms.In the review of related research, it is also seen that theperceptions of teachers shape teachers' instructional practice.In other words, Borg (2003) believes that teachers’ perceptionsprovide a basis for action. Before the 1980s, many studiesindicated that student learning is shaped by teachers'instructional practice (Fang 1996; Eick and Reed 2001). Manyresearchers have investigated teachers’ perceptions towardsteaching and learning (Goodman 1988; Pajares 1992; FangEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143443
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approach1996; Richardson 1996; Cooney et al. 1998; Eick and Reed 2001;Hart, 2002; Wilson and Cooney 2002; Agee 2004; Rex andNelson 2004; Lasky 2005; Enyedy et al. 2006). It was found bythe researchers that the instructional practice of teachers canbe predictable because there was consistency betweenperceptions and instructional practice.Richardson (1996, 1994) observed that "perceptionsinfluence teaching practice more directly than knowledge andin order to understand how teachers make sense of teachingand learning, one should focus on teachers' perceptions andpractices" (496). Burns (1992) found that the teachers’perception about school programs, language, learners, learning,specific tasks and materials shape their practices. He concludedthat the unconscious and implicit perceptions are foundationalin classroom practices. In his view, perceptions “activate andshape the patterns of classroom interaction, roles andrelationship and, therefore, to create for learners particularkinds of opportunities for learning” (175). Woods (1996) alsodeduced that the teachers’ perceptions of teaching and learningexerted influence on their behaviors, strategies and decisions.Smith (1996) also revealed an internal consistency betweenperceptions and practices.There is substantial evidence that show teachers’decisions are influenced by their perceptions (Deemer 2004;Fang 1996; Farrell and Lim 2005). In this regard, some havebeen conducted studies on the relationship between pre-serviceteachers' perceptions, their instructional practice and whethera teacher education program is able to change the perceptionsof pre-service teachers for the better (Eisenhart et al. 1988;Calderhead and Robson 1991; Bednar 1993; Cooney et al. 1998;Skamp and Mueller 2001; Bryan 2003). For instance, Levinand He (2008) found that 35% of teachers’ perceptions arecaused by their family background and their learningexperience while 65% of their perceptions are caused by theireducation program. Similarly, Horwitz (1985) also argued thatEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143444
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachduring methodology courses pre-service teachers may developsome of their perceptions. In addition, Farrell (2009) found thatthe teacher-education program had some impact onparticipants’ perceptions towards teaching. Tanase and Wang(2010) discovered that it is possible to change the perceptions ofpre-service teachers in a relatively short period of methodologycourses before graduating. Inconsistent with Tanase and Wang(2010), Okazaki (1996) also identified changes in pre-serviceteachers Japanese teachers’ perceptions of CLT after taking themethodology courses for a year. Hence, many researchersrecommend that Pre-service teachers training programs shouldbe designed in a way that develop teachers’ positive perceptionsabout the use of innovative methods and help them improvetheir actual use in the classroom (Abrami et al. 2004; Chen andSquires 2007; Kennedy 1996; Li 1998; Sugiyama 2003).Research MethodologySince the aim of the study is to assess teachers' understandingsof the Communicative Language Teaching, the qualitativemethodology examines the case of ten Iranian teachers’perceptions of CLT and their challenges with the help of indepth interview which took approximately half an hour.Case StudyAccording to Cresswell (1998) one of the most important typesof ethnography is case study. From the perspective of Zainal(2007) case studies have different preferences for example theypresent data of real-life situations and they provide betterinsights into the detailed behaviours of the subjects of interest.A case study is particularly good for examining “why” as well as“how” and “what” questions (among question series: “who”,“what”, “where”, “how” and “why”), which are enquiries about acontemporary set of events over which the investigator haslittle or no control (Yin 2003, Saunders et al. 2007). Especially,EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143445
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachthe “how” question is suitable for a case study because thisquestion deals with operational links needed to be traced overtime, rather than mere frequencies or incidence (Yin 2003).Looking back at the Research Questions in this study, “how”and “what” questions dominant. Questions are appropriate tothe case study. Based on the research questions, the studyadopted a Descriptive Case Study. A descriptive case study canilluminate “an intervention or phenomenon and the real-lifecontext in which it occurred” (Yin 2003). For this study, throughparticipants’ experiences, the researcher gained insights intothe implementation of Communication Language Teaching inthe EFL environment. Therefore, a case study provides adescriptive approach so the researcher gains in-depthunderstanding of implementing CLT in the EFL context. Sincea case study allows for a detailed examination of the teachers’perceptions towards CLT through their interviews,ethnography case study is used to address the ResearchQuestions. In this study, ethnographic researcher throughdiscourse analysis looks for Iranian EFL teachers perceptions ofCLT.Semi-structured InterviewIn ethnography, interviews tend to be relatively long (aroundone hour) to delve deeply into issues as they arise (Denscombe2007) also the researcher and the subject are fully interactive(Mishra, 2005).This kind of interview allows the researcher toguide the subject in moving towards non- theoreticaldescriptions that reflect the experience (Polkinghorne 1989). Anin depth interview usually starts with a social conversation tomake the atmosphere relaxing and trusting (Moustakas 1994)and comprises a list of semi-structured and pre-formulatedquestions, on the other side, answers are open-ended, expansiveand enhanced by probes (Smith et al. 2009).Using interview approach has got different preferences.Firstly, it has a long and successful tradition in teacherEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143446
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachthinking during two decades (Connelly and Clandinin 1988;Elbaz 1983). The interview in this study provides theopportunities and time for teachers to explain the bases fortheir teaching approaches in detail. In addition, there are noconstraints of a set schedule for invariant questions. The voiceof teachers in this approach is rather than researchers. (Elbaz1991). Since interview allows for adaptability in questioning, itis a very personal way of gathering information. So, theinterview data were useful in gaining deeper insights regardingthe use of CLT in the Iranian context.The participants at times volunteered more informationthan they were asked. In some cases, the participants wereasked questions to clarify what they said. Clarification stoppedwhen the participants replied affirmatively confirming that Iunderstood what they had said. I manually transcribed thetapes produced by these sessions. Pseudonyms were chosen by afew of the participants to protect their identities.Data AnalysisData analysis is a complicated process used to try and makesense of the data. It involves “consolidating, reducing, andinterpreting what people have said and what the researcherhas seen and read” (Merriam 1998). Bogdan and Biklen (1982)defined data analysis as the process of systematically searchingand arranging the interview transcripts, field notes, and othermaterials that you accumulate to increase your ownunderstanding of them and to enable you to present what youhave discovered to others. Analysis involves working with data,organizing them, breaking them into meaningful units,synthesizing them, searching for patterns, discovering what isimportant and what is to be learned, and deciding what you willtell others. (145). Glesne and Peshkin (1992) pointed out that“data analysis is the process of organizing and sorting data PEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143447
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachinterpretations” (130). The purpose of data analysis is to locatecrucial meanings, patterns, and themes within what theresearcher has heard and observed. Discourse analysis hasbeen chosen for analysis the interview transcription.When quotes from the participants were used, they werepresented as given except that a hesitation in speech like“umm,” was removed for the sake of readability. In some cases,changes in verb tense were made and some appropriate nounsubjects were inserted in correct places if the quote was startedin mid sentence and the subject was already mentioned. All ofthe quotes were checked with the participants and approved bythem prior to being included in next section to ensure theiraccuracy.Findings of the StudyWhen interview responded were asked about their perceptionstowards CLT, all of them expressed that they had a positiveperceptions towards CLT in general. The major themes of theinterview are shown in table 1. The theme of “negativeperception” is underlined and ‘positive perception’ is in boldletters.Case study 1: (HKH)SN: What is your attitude towards CLT?HKH: you know CLT is one of the easiest methods, one of theeasiest methods that let the students to decide easier it helps thestudents to provide a better situation, it helps the students tocommunicate, it helps the students to define themselves easierSN: what about teachers is it an easier method about teacherstoo?HKH: I actually haven’t had the experiences of the othermethods. I myself have started by CLT and have continued it. soI can not tell you which method is easier for me but this is theEUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143448
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching Approachmethod which I really love which I really am recommendof it is really simple for me to apply.HKH has a positive perception towards CLT. He describes hisperceptions towards CLT as “one of the easiest methods”, “Ireally love it”, “I really am recommended of it” and “it is reallysimple for me to apply”. He also believes that students likeCLT very much as he stated “it is the easiest methods that letthe students decide easier”, “helps the students to provide abetter situation” “it helps the students to communicate” and“helps the students to define themselves easier”. Moreover, heexpresses the reasons why students prefer CLT in comparisonwith other methods. Here I asked HKH how students like CLTactivities. In the following extract the reasons that statestudents’ positive perceptions towards CLT are in bold lettersand underlined.SN; In your opinion how do students like CLT activities?HKH; actually the students like it very much as you know thereason that the students like it very much is they cannot expresstheir own idea they can express their own idea they canexpress their feeling they can communicate easier that theother methods as you know in the other methods they just repeatone special forms and this remains in their mind but in the CLTthey have the method they have the communication skills so theycan apply for themselves easier.From the perspective of HKH, students like CLT because ofdifferent preferences such as expressing their ideas and feelingsand communicating much better than the other methodsbecause in the other methods students have to repeat, repeatand repeat. In addition, since most of the students in Iran wantto migrate to other countries to continue their education, theyneed a kind of language learning method which helps them toimprove their communicative skills.EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143449
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachIn addition according to his answer to the open ended questionswhere I had asked him to explain his most important beliefsabout CLT and language teaching and learning that guides himin his day to day teaching, he explained his responses asfollows:“CLT is definitely very useful and in my opinion fluency plays amore important role than accuracy so I try to get more fluencythrough my approaches. I don’t teach grammar mechanically”.(HKH, July 11, 2011).The quote above shows that Hamed is completely aware of theaims and features of CLT as he states “fluency plays a moreimportant role than accuracy’ and “I don’t teach grammarmechanically”. Though, he tries to use these principles in hisclasses. Since, one of the most important factors that teachersshould take into account in implementing CLT is teachinggrammar inductively, I asked Hamed to explain how he teachesgrammar in his classes. Below are extracts from Hamed’sgrammar teaching that exemplify the inductive method ofteaching grammar.Case Study 2: (NZ)SN:What is your attitude towards CLT?NZ:Till now it has been the best method for teachingEnglishSN:If you have tried CLT, how did you like using it in yourclassroom?NZ:Every part of CLT is useful games, crosswords, readingand so onNZ: as the second case study describes a positive perceptiontowards CLT as “Till now CLT has been the best methods forteaching English” and “Every parts of CLT is useful”. She alsofeels that Iranian’ students like CLT and benefit from it.SN:In your opinion how do students like CLT activities?EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143450
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachNZ: According to my experience nowadays its better and theylike it more in compare with past because in past if you askedstudents to play a game in the class they consider they arewasting their time and adults couldn’t accept it but now it isbetter and they like it more.SN:Do you feel that students in Iran would benefit from CLT?NZ:yes, according to their improvement from basic levels toadvance levels we can say they benefit from CLTThe above extract shows students in past were not familiarwith communicative classes because they had experienced ALMand GTM at schools and the CLT activities such as playinggames were strange for them and they could not accept to playgame in the class but gradually became aware of CLT and it’sadvantages. In addition, Nasrin’s transcript of her interviewshows that she utilises CLT principles even in teachinggrammatical structure in her classes. She encourages studentsto discover grammatical rules themselves instead of teachingrules directly because in her views if students discover thestructure, they will not forget it easily. Below are Extracts fromNasrin’s lessons that exemplify the inductive method ofteaching grammar in her classes.Case Study 3: (HM)SN: Please state what you know about CLT? and what is yourattitude towards CLT?HM: I think it’s good method for teaching English because ittries to teach a learner to communicate in real situation it triesto create a real situation for the learners.HM expresses her perceptions towards CLT as “I think it’s goodmethod for teaching” (HM, line 82).The quote illustrates HM’ssatisfaction about using CLT as the method of teaching in herclasses because it is based on communication in real situation.EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143451
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachShe added that this method is interesting, enjoyable andbeneficial for students.SN: and in your opinion how do students like CLT activities?HM:I think students enjoy it, students enjoy it because whenfor example they play game aha they forget that they learningEnglish so they think that they play game, so they forgetlearning and this causes ok they become relaxed they forgettheir shynessSN; Ehm exactly?HM:They forget their shyness and because of this they motivatedthey become motivated and they learn better they learnbetterSN;Do you feel that students in Iran would benefit from CLT?HM: yes of course of courseHM feels CLT activities such as games are very enjoyable forstudents and when students learn English by games, theyforget their shyness and became active and motivated. Thus,they learn better in this situation. From another point of viewas many linguists and language teachers believe that pedagogicgrammar is an important aspect of second language acquisition(SLA) I was interested in enquiring whether HM teachesgrammar directly or indirectly. Extract HB5 shows how sheteaches grammar in the classroom.Case Study 4: (SF)N: What is your attitude towards CLT?SF: I think it is the best methods of ever, actually Iexperienced, it’s much better than the old methods, the old Idon’t know activities the books downs now the audio-lingualthings now I feel well when I am working on this method.EUROPEAN ACADEMIC RESEARCH - Vol. I, Issue 10 / January 20143452
Samira Nikian- A Case Study of Iranian EFL Teachers' Perceptions ofCommunicative Language Teaching ApproachThe above extract illustrates has a positive attitude towardsusing CLT as the method of teaching. She expresses herperceptions towards CLT as “it is the best methods of ever”, “it’smuch better than the old methods” and “now I feel well when Iam working on this method. In Extract SF4 she reveals herfeeling about students’ perceptions towards CLT.S
Communicative Language Teaching (CLT) is advocated by many applied linguists as one of the effective approaches to English Language Teaching. In recent years CLT has expanded beyond English as Second Language (ESL) contexts to English as a Foreign Language (EFL) and EFL countries have shown an increasing interest
series b, 580c. case farm tractor manuals - tractor repair, service and case 530 ck backhoe & loader only case 530 ck, case 530 forklift attachment only, const king case 531 ag case 535 ag case 540 case 540 ag case 540, 540c ag case 540c ag case 541 case 541 ag case 541c ag case 545 ag case 570 case 570 ag case 570 agas, case
The present study investigated the effects of educational computerized games on learning English spelling among Iranian children. In doing so, 66 young Iranian English learners . educational computerized game named 'Fun Spelling' designed by the researchers, has tried to help Iranian children learn English spelling in an easier and better way.
Case Studies Case Study 1: Leadership Council on Cultural Diversity 19 Case Study 2: Department of the Prime Minister and Cabinet 20 Case Study 3: Law firms 21 Case Study 4: Deloitte Case Study 5: Department of Foreign Affairs and Trade 23 Case Study 6: Commonwealth Bank of Australia 25 Case Study 7: The University of Sydney 26 Case Study 8 .
Thursday, October 4, 2018 Materials Selection 2 Mechanical Properties Case Studies Case Study 1: The Lightest STIFF Beam Case Study 2: The Lightest STIFF Tie-Rod Case Study 3: The Lightest STIFF Panel Case Study 4: Materials for Oars Case Study 5: Materials for CHEAP and Slender Oars Case Study 6: The Lightest STRONG Tie-Rod Case Study 7: The Lightest STRONG Beam
3 Contents List of acronyms 4 Executive Summary 6 1 Introduction 16 2 Methodology 18 3 Case Studies 25 Case Study A 26 Case Study B 32 Case Study C 39 Case Study D 47 Case Study E 53 Case Study F 59 Case Study G 66 Case Study H 73 4 Findings 81 Appendix A - Literature findings 101 Appendix B - CBA framework 127 Appendix C - Stakeholder interview questionnaire 133
thought and political system in post-Islamic Iran. The history of Iranian political thought in the Islamic era dates back to the third century. This does not mean, of course, the absence of Iranian individuals and movements in the first two centuries of Islam, but rather it goes back to
In 1979, the Islamic Revolution occurred, which remains the dominant power force in the early twenty-first century. Thus Iranian headwear for men and women can be examined in three different phases of the twentieth and twenty-first centuries as follows: 1905‒1925: The Iranian Constitutional
Language: Farsi Pastor: Rev. Sasan Tavassoli Cell phone: 303-873-6611 Ministry: Iranian Church of New York Group: Iranian Fellowships, Congregations Language: Farsi Pastor: Rev Thomas Kenneth Fax: 212-932-9317 Ministry: The Beverly Hills Persian Church Group: Iranian Fellowships, Congregations Language
