Attitudes of Iranian English Language Teachers towards the Use of Persian in EFL Classrooms at Private Language Institutes in Tehran

Introduction Most Iranian private language schools are inspired by the spread of communication language education and EFL teachers are strongly encouraged to offer courses based on the "monolingual approach" using only English in the classroom. Some scholars believe that more exposure to L2 will result in less exposure to L1 since the learning process of L2 and L1 are similar, so interference from L1 knowledge hinders the learning process of L2 . 2001; Krashen, 1981).

The purpose of this research reported in this paper is to investigate the factors that English is influenced as a foreign language (EFL) teacher in the classroom and to identify the EFL teacher 's view and computer - aided language learning (CALL) method. Improve CALL exercises in school environment. Participants in the survey were 12 Korean in-service teachers working in Korean secondary schools. Collect data using detailed interviews with questionnaires and follow-ups

This survey is about addressing two important issues. 2) What is the opinion of these English teachers about the global language development of local languages? To answer these questions, the author conducted a focus group discussion with seven foreign language teachers. Researchers tried to explain their experiences, ideas, attitudes, beliefs, and researchers' understanding of the multilingual background of Nepal.

Speak English as a Foreign Language (EFL) For many university teachers, literary research is essential as it exposes students to meaningful contexts filled with descriptive languages ​​and funny characters. The curriculum on reading literature introduced deep vocabulary, dialogue and essay. In addition to cultivating students' English language skills, teaching literature can stimulate their imagination, promote cultural perception, and encourage critical thinking about plots, themes, and characters. Most importantly, the activities that can be applied to literature courses are to easily match the principles of student-centered interactive communication language education (CLT). Unfortunately, most of the graduate students' EFL teacher training courses mainly focus on language teaching methods and have little instruction on the analysis methods needed to interpret literature and design effective classroom activities.