An Investigation into Humanistic Methodological Characteristics Among Iranian EFL Teachers

The present study delved into an essential construct in the domain of English as a foreign language (EFL), i.e. humanistic approach. Notwithstanding humanistic approach has made significant changes in all aspects of language education and redefined the traditional roles of teachers and learners, it has rarely been studied in Iran. The first purpose of this study was to investigate the extent to which English teachers follow humanistic methodological characteristics in English language classes in Iran. The second aim of this study was to explore the most prominent humanistic methodological characteristics followed by teachers in English language classes. To this end, 40 Iranian EFL teachers (25 males and 15 females) of Shiraz institutes were se ted through purposive sampling. A questionnaire designed by Bashir (2013) was utilized as the instrument of the study. Descriptive statistics were used to analyze the data. The results demonstrated that in general, English teachers followed humanistic approach in their classes; however they lagged in certain areas, such as arranging make-up tests, allowing peer-feedback, supporting students outside of the class hours, and giving students the freedom to choose their activities. The results also showed that among the six humanistic methodological characteristics teachers were most humanistic in managing classroom tasks and activities and least humanistic in assessing their students' performances in the classroom. Finally, pedagogical implications of the study for language teachers, teacher educators, and educational authorities were presented.