Exploring EFL Teachers' Cognition Of Language Curriculum Through Mixed-Methods Design (مقاله پژوهشی دانشگاه آزاد)

چکیده

This study employs a mixed-method approach to investigate Iranian EFL (English as a Foreign Language) teachers' perspectives on the effectiveness of the current educational program. The participant cohort comprises 40 teachers, ensuring gender parity and a diverse range of educational backgrounds, with 37% holding bachelor's degrees and 63% holding master's degrees. The research reveals that creating a supportive learning environment and tailoring interactions to meet the diverse needs of students is crucial for effective teaching. The findings emphasize the importance of promoting cooperation, critical thinking, and social skills through various pedagogical strategies. These include group work, active participation, and providing constructive feedback, as well as offering targeted academic support. The study highlights that integrating qualitative and quantitative data provides a comprehensive understanding of teaching practices and student progress. This approach allows for a detailed analysis of how different strategies impact learning outcomes. The research underscores the necessity of continuous assessment to monitor student progress and identify areas for improvement. This ongoing evaluation is essential for adapting teaching methods and enhancing the overall effectiveness of English language instruction. By combining different methodological perspectives, the study aims to offer valuable insights into optimizing instructional strategies in Iranian high schools. Ultimately, this study seeks to advance the field of mixed-method research in EFL education, contributing to the improvement of student learning outcomes. By addressing both theoretical and practical aspects of teaching, the research provides a framework for enhancing educational practices and supporting more effective language instruction.