Subscribe to our Newsletter and get informed about new publication regulary and special discounts for subscribers!

ILSHS > ILSHS Volume 78 > How to Help the Iranian Students of First Grade of...
< Back to Volume

How to Help the Iranian Students of First Grade of Secondary Schools with their Problems of English as a Foreign Language

Full Text PDF


Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future.


International Letters of Social and Humanistic Sciences (Volume 78)
E. Ghaderi Doust, "How to Help the Iranian Students of First Grade of Secondary Schools with their Problems of English as a Foreign Language", International Letters of Social and Humanistic Sciences, Vol. 78, pp. 10-17, 2017
Online since:
August 2017

[1] S. Bardack, Common ELL terms and definitions, English Language Learner Center American Institutes for Research, April (2010).

[2] M.A. Vand, How could I make a disappointed student interested in English? English Language Teaching Roshd Magazine. 27(2) (2012).

[3] H. Farhady, F.S. Hezaveh, H. Hedayati, Reflections on foreign language education in Iran, Electronic Journal for English as a Second Language. 13(4) (2010).

[4] A. Jahangard, Evaluation of EFL materials taught at Iranian public high schools, Iranian EFL Journal. 1 (2008).

[5] A. Chalak, Z. Kassaian, Motivation and attitudes of Iranian undergraduate EFL students towards learning English, GEMA Online Journal of Language Studies. 10(2) (2010).

[6] G.R. Kiany, S.A. Mirhosseini, H. Navidinia, Foreign language education policies in Iran, Journal of English Language Teaching and Learning. 2(222) (2011) 49-71.

[7] D. Jamali, Students and their disability in speaking English, English Language Teaching Roshd Magazine. 60 (2008). Available: http: /jedu. miau. ac. ir/article_556_c5d23d7d05976c388fcdd1352c34e499. pdf (in Persian).

[8] J.L. Eyring, Adult learners in English as a second/foreign language setting, in: Teaching English as a Second or Foreign Language, Fourth ed., M. Celce-Murcia, D.M. Briton, M.A. Snow (Eds. ), Heinle and Heinle, (2014).

[9] F. Dehghan, Effects of foreign language learning beliefs and proficiency level on the use of language strategies by Iranian female EFL learners, M. A thesis, Shiraz University, Iran, (2002).

[10] M. Behroozi, A. Amoozgar, Y. Ali Pour, Curriculum pathology of English as a foreign language from teachers' and secondary students' point of view, New Method in Education Management. 5(2) (2014).

[11] A.M. Ediger, Teaching second/foreign language literacy to school-age learners, in: Teaching English as a Second or Foreign Language, Fourth ed. M. Celce-Murcia, D.M. Briton, M.A. Snow (Eds. ), Heinle and Heinle, (2014).

[12] D.M. Briton, Tools and techniques of effective second/foreign language teaching, in: Teaching English as a Second or Foreign Language, Fourth ed., M. Celce-Murcia, D.M. Briton, M.A. Snow (Eds. ), Heinle and Heinle, (2014).

[13] P. Pimsleur, Underachievement in foreign language learning, International Review of Applied Linguistics, Columbus, Ohio State University, (1963).

[14] S. Khalili Shorvini, Principles of educational scheduling, Yadvare pub, Tehran, (2003).

[15] H. Maleki, The syllabus designing (a guideline), fifth ed., Madrese pub., Tehran, (2010).

[16] V. Geminian, Ways to identify and enrich creativity in students, Peyvand Magazine. 289 (2004). Available: http: /www. ensani. ir/storage/files/20101211145809. (in Persian).

[17] A.A. Seif, Educational psychology, second ed., Samt pub., Tehran, 2003, p.145.

Show More Hide
Cited By:
This article has no citations.