efl teachers' critical discourse analysis practices and their classroom management

The theory and practice of critical discourse analysis (cda) has turned into a major theme of research in english language teaching (elt) in recent times. at the same time, classroom management (cm) has long been a significant pursuit in elt. accordingly, this descriptive study investigated the relationship between teachers' cda practices and cm. in doing so, 119 english teachers teaching in several language schools in the capital of iran, tehran, responded to two instruments: murdoch's (2000) checklist on effective cm and the cda practices questionnaire (cdapq) which was developed and validated in a previously published study by marashi and ahmadi (2017). the findings indicated a significant positive correlation between teachers' cda and cm practices, with cda practices serving as a significant predictor of effective classroom management.the findings of this research demonstrate the importance of teachers' cda practices in attempting to enhance cm, thereby providing better opportunities for learners' internalization of the new input they receive. the above goal necessitates an active engagement of not only efl teachers but also teacher education institutions, syllabus designers, and materials developers in highlighting the significance of cda practices in teacher education and integrate the promotion of such practices in both pre- and in-service teacher training programs.