Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?

Mehrak Rahimi, Fatemeh Asadollahi


The aim of this study was investigating Iranian EFL teachers’ teaching styles and the activities they use most frequently in their classes. Additionally, the difference between male and female teachers’ teaching styles and the relationship between teaching styles and teachers’ experience and age were explored. Three hundred EFL teachers were selected by stratified random sampling from six districts of the capital city, Tehran. They filled in a personal information questionnaire and Teaching Activities Preference (TAP) questionnaire. The results of the study showed that the participants used a variety of teaching activities in English classes; however, they constituted a special group due to the high percentage of using sensing type activities. Further, it was found that male and female teachers were different in extroverting, sensing, and feeling styles of teaching while female teachers used activities related to these styles more than their male counterparts did. Besides, the obtained results revealed that EFL teachers’ age and experience had a negative relationship with sensing style and a positive relationship with thinking style of teaching.

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DOI: http://dx.doi.org/10.5539/ijel.v2n2p157

International Journal of English Linguistics   ISSN 1923-869X (Print)   ISSN 1923-8703 (Online)

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