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Iranian EFL Teachers’ Cognitions of Language Learners: Oral Communication Classrooms in Focus

Hadi Salehi, Hojat Amini


The current study aimed to investigate whether a group of Iranian EFL teachers revealed to have cognitions about their language learners in respect to language learners’ self-confidence, desire for feedback and desire for instruction. For this purpose, the cognitions of five English teachers in the oral communication classrooms were investigated. The teachers were required to fill out a questionnaire in order to obtain their cognitions about their language learners. The findings revealed that there was an intricate relationship between language teachers’ experience and their cognitions about the techniques they applied in classrooms. Implications and suggestions for further researcher were also discussed.


Second language teachers’ cognitions; Oral communication classrooms; Teaching pronunciation; Teachers’ knowledge

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