EFL Classrooms

Literature review shows that there has been a plethora of studies on English as a Foreign Language (EFL) teachers' motivation for teaching and the role which they play in motivating learners. However, it seems that types of motivational strategies employed by EFL teachers to motivate EFL learners in language institutes in Iran have not been sufficiently studied. In so doing, a qualitative research method was used and 25 EFL teachers who were selected through purposive sampling were interviewed. The interviews were transcribed and analyzed thematically. Results showed that EFL teachers use six macro strategies: L2 related values, teaching behaviors/teaching styles, appreciating learners' effort, prompting learner autonomy, Classroom atmosphere, and increasing learners' confidence. Each macro-strategy consists of several micro-strategies. Totally, 36 micro-strategies are used by EFL teachers to motivate EFL learners. It can be concluded that besides establishing and creating appropriate learning conditions, EFL teachers use both instrumental and integrative motivations to motivate EFL learners.

This study investigated the creativity-supportive behaviors of Iranian EFL teachers. A mixed-methods data collection approach was adopted: quantitative data were obtained from randomly selected 94 teachers and 216 students through the Persian version of the Creativity Fostering Teaching (CFT) index (Soh, 2000), and qualitative data were collected via students' reports on twelve classroom aspects. To analyze the quantitative data, an independent samples t-test and for the qualitative data, thematic analysis coding were used. There was a significant difference between the teachers' and the students' views on creativity-supportive behaviors of Iranian EFL teachers. Additionally, environment and interaction were extracted as two main themes from the analysis of the qualitative data. These two themes were discussed as the central factors influencing the creativity-supportive behaviors of the teachers. Although most Iranian EFL teachers want and try to adopt strategies and activities to develop or support creativity in their classrooms, the results showed that Iranian EFL students do not experience the classrooms as a locus of supporting creativity. Generally, creativity is not implemented and supported in Iranian EFL classrooms. The findings illustrate that teacher-training programs should equip Iranian EFL teachers with the knowledge and strategies of creativity- fostering instruction.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-awareness competence as the ability to assess one's emotions, values, and skills realistically. Utilizing this definition as a theoretical framework, this qualitative study aimed to explore EFL teachers' perceptions and strategies regarding self-awareness competence in the classroom. To accomplish this goal, 19 EFL teachers from Iran were recruited through convenience sampling and took part in one semi-structured written interview and four focus group interviews to exchange their perspectives and strategies for developing their self-awareness competence. Adopting the routine analytical steps in grounded theory, i.e., open, axial, and selective coding, the study identified three key components for the participants’ self-awareness perceptions: knowing one’s emotions, having a growth mindset, and having a realistic sense of self-perception. The participants also outlined two primary categories of self-reflection strategies - practical and cognitive - to enhance their self-awareness competence. It was found that reflective practices were essential tools for cultivating the self-awareness competence of EFL teachers. Additionally, the study unveiled that EFL teachers' attitudes and strategies toward self-awareness competence were harmonious. Ultimately, the findings demonstrated promising prospects for future EFL teachers to enhance their personalized reflective strategies.