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Education Research International
Volume 2019, Article ID 3464163, 11 pages
https://doi.org/10.1155/2019/3464163
Research Article

Exploring EFL Teachers’ Socioaffective and Pedagogic Strategies and Students’ Willingness to Communicate with a Focus on Iranian Culture

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Correspondence should be addressed to Mahnaz Saeidi; ri.ca.tuai@idieas_m

Received 29 August 2018; Revised 1 November 2018; Accepted 18 December 2018; Published 6 February 2019

Academic Editor: Connie M. Wiskin

Copyright © 2019 Nahid Zarei et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

One of the most important factors related to learners’ willingness to communicate (WTC) is teachers’ use of socioaffective and pedagogic strategies, which are tightly related to cultural context of education. The present qualitative study, using focus group interview, investigated 19 EFL (English as a foreign language) teachers’ perspectives about their socioaffective and pedagogic strategy use in intermediate classes, with a focus on Iranian culture, as an effort to understand to what extent these strategies are facilitating or debilitating of students’ WTC. Using Creswell’s six steps of inductive analysis, two main themes of facilitating and hindering factors emerged. The findings are suggestive in terms of contribution of several cultural and social factors related to the interaction between EFL teachers and students and its relation to WTC. It also discusses the implications of the study for EFL teachers.