خلاصة:
The present study investigated the characteristics of the new ELT program in Iran from the perspective of its most direct implementers both qualitatively and quantitatively. To this end, 19 teachers implementing the new program were interviewed to describe the newly introduced change through their perception of its attributes such as its complexity, explicitness and practicality. After conducting content analysis on the transcribed interviews, the emerged themes were used to survey 256 lower and higher secondary teachers by means of a 5-point Likert-type questionnaire across the nation. The results show that, although the program implementers felt more satisfied with the new program due to the perceived advantages of the change over the previous one, the lack of crucial factors such as giving due attention to the oral skills, adjustability of the change to the needs of a wide range of users, training teachers to improve their skills in making use of methods and techniques compatible with the reality of local language classrooms replete with logistical shortcomings, permeation of change to different layers of the educational system and mobilizing all influential subsystems for putting the change into practice has handicapped the effective fulfilment of the program’s objectives from teachers’ eyes.
ملخص الجهاز:
The results show that, although the pro- gram implementers felt more satisfied with the new program due to the perceived advantages of the change over the previous one, the lack of crucial factors such as giving due attention to the oral skills, adjustability of the change to the needs of a wide range of users, training teachers to improve their skills in making use of methods and techniques compatible with the reality of local language classrooms replete with logistical short- comings, permeation of change to different layers of the educational sys- tem and mobilizing all influential subsystems for putting the change into practice has handicapped the effective fulfilment of the program’s objec- tives from teachers’ eyes.
Based on these studies, factors such as inadequate instructional time (Davari & Aghag- olzadeh, 2015); poor self-confidence of teachers implementing the newly intro- duced ELT program primarily due to their inadequate language proficiency and uncertainty about the new method, practicing teacher-fronted instruction to increase the coverage of content and to enhance the students' success in the University Entrance Examination (UEE), (Barabadi & Razmjoo, 2015; Safari & Sahragard, 2015), inadequate physical resources and not cultivating the culture of skill-based language education in all of the stakeholders (Asadi et al.