One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers. تفاصيل المقالة

Hindering factors in the language classes are of various types ranging from teaching context, teacher-provoking factors, error correction procedures, tests impact, and finally the factors that are imposed by the learners themselves (Horwitz, 2001). The goal of this paper was to explore the factors that are suggested into the learning situation by the learners themselves in the teaching-learning context called self-made hindering factors. To his goal, 52 EFL learners establish the participants of the study. The learners belonged to the pre-intermediate level with the age range of 16 to 24. Two instruments were used to collect the data. The first was using a questionnaire to discover the self-made inhibiting factors that the learners were normally exposed to in the speaking class. It was a pre-designed questionnaire consisted of 30 statements that was used before by Yaseen (2018) in a study with EFL learners in Jordan. The other instrument was using PET standard speaking test that would tap the speaking level of the participants of the study. Teachers’ role was introduced as the main factor of inhibition provocation and the second self-made source was the affective factor such as the level of motivation and the anxiety of the learners and the last category was the context and instructional environment. Moreover, a relationship could be explored between apprehension and the three levels. The results were significant and revealed some differences between the three levels and their inhibition sources. تفاصيل المقالة