The Application of Ellis’s Principles for Effective Instructed Foreign Language Learning in Iranian Language Institutes and High Schools


Shiraz Azad University


This study attempts to investigate Iranian EFL teachers’
perception of the application of Ellis’s (2005) principles for successful
instructed language learning in their language classes. To this end,
a group of EFL teachers comprising high school and private language
institute teachers took part in the study. The required data were gath-
ered through a self-completion questionnaire developed by Howard and
Millar (2009). Qualitative analysis of data revealed the teachers’ per-
ception of the principles, as well as the principles they perceived to be
most important to them, and the challenges they faced in implement-
ing the principles in their language classes. These constraints included
lack of time, the context of learning, the large number of students in
classes, the testing system of the educational system, and the nature
and structure of the language books. Results of independent samples
t-test also indicated that those teachers who taught in the private lan-
guage institute had a higher perception of the principles and were thus
more successful than high school teachers in implementing them in their
language classes. Based on the findings of the study, a number of peda-
gogical implications for language teachers and syllabus and curriculum
developers are stated.