The Influence of Education in Psychology on Iranian ELT Classes

This report investigates the influence of education on the views and practices of Iranian English Language Teaching (ELT) teachers. It examines how teachers' beliefs and understanding of language teaching impact their classroom activities and professional development. The research focuses on 25 Iranian ELT teachers, exploring the impact of enhanced English training and internationally educated professionals. The methodology involves random sampling for questionnaires and interviews, including personal meetings and Skype chats, to gather teachers' perspectives on teaching practices. Ethical considerations are maintained to ensure confidentiality. The report references key studies and explores teacher knowledge, reflective practices, and the conversion of beliefs into classroom actions. The assignment also includes a detailed methodology design for surveys and interviews.

Running head: PSYCHOLOGY
Psychology
Name of the student
Name of the university
Author note

1PSYCHOLOGY
The influence of Education in Psychology on Teacher’s views and practices in Iranian English
Language Teaching (ELT) classes.
The belief and the understanding of the teaching of the language teachers play an
essential role in the practices in the classroom and in the growth of their professional field (Liu
& Chalmers, 2018). Teachers play various essential roles in the multidimensional procedure of
teaching of the language and their psychology about the teaching language tend to influence their
practices (Borg, 2017). This research assignment highlights on 25 teachers of Iranian English
Language Teaching (ELT) with the focus to investigate the level of influence of the education on
the English Language Teaching classes in practices and psychology views. The paper will
illustrate the existing beliefs of teaching that tends to find resonance and interest among the
teachers of the Iranian English Language and the intensity with which these beliefs are converted
into practices.
According to Mellati et al. (2013), there lie four categories of the knowledge and beliefs
of the teachers. These include knowledge of the teacher as the content knowledge, insight of the
teacher as the reflective practices, the educators' knowledge as the matched knowledge and the
insight of the teacher as practical and private knowledge. Further researches state that teachers
who visit various principles of teaching tend to appear noticeably different and unique on their
observations on classroom matters and lesson plans (Mooi, Sarstedt & Mooi-Reci, 2018). The
way a teacher conceive the matter of a subject or a language also tends to influence their process
of teaching.
In the following research, two of the most important factor will be focused. These are the
Enhanced English training/teaching (ELT) and Internationally educated professionals (IEP). For

2PSYCHOLOGY
the data collection procedure, this research shall adopt techniques of random sampling for
successfully conducting questionnaires and interviews. Apart from the collection of the relevant
dataset from language institutes, interviews with the teachers of the institute in personal meetings
and via skype chat will also be taken into consideration. The procedure will generally consist of
the distribution of questionnaires containing multiple questions followed by one to one interview
of the teachers of the ELT either via skype chat or in physical presence. In the context of this
research, the interviews and the questionnaires aim to collect the reactions and the views of the
teachers in the context of teaching and practices in the classes of Iranian English language.
Ethical considerations will be maintained while conducting the data collection procedure and the
personal information and the data collected from the interviewed teachers will strictly be kept
confidential.

3PSYCHOLOGY
References
Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of
language awareness (pp. 93-109). Routledge.
Liu, C. W., & Chalmers, R. P. (2018). Fitting item response unfolding models to Likert-scale
data using mirt in R. PloS one, 13(5), e0196292.
Mellati, M., Fatemi, M. A., & Motallebzadeh, K. (2013). The relationship between Iranian ELT
instructors’ beliefs about language teaching and their practices in real classrooms.
English Language Teaching, 6(4), 126.
Mooi, E., Sarstedt, M., & Mooi-Reci, I. (2018). Principal Component and Factor Analysis.
In Market Research (pp. 265-311). Springer, Singapore.