Teachers’ Attitudes Towards the Use of Mall Instruction In Iranian Efl Context

This study sets out to explore english as foreign language (efl) and iranian teachers' attitudes ‎towards the implementation of mall instruction. for that matter, a mixed-methods design, ‎including questionnaires, structured interviews and observation were employed. a total of 87 ‎efl teachers participated in the questionnaire, which was the quantitative phase of the study. ‎in addition, 10 efl teachers were interviewed and their classes were observed for the ‎qualitative phase of the study. the participant efl teachers have been teaching at a number of ‎universities and language-teaching institutions in mazandaran. one-sample t-test was used to ‎analyze the questionnaire data and the results suggested that the iranian efl teachers adopted ‎moderately positive attitudes towards the implementation of mall instruction, but the ‎observation data indicated that most teachers preferred traditional ways of teaching english in ‎the efl context. at the same time, the interview data revealed that the implementation of ‎mall instruction in iran is challenging due to a number of perceived barriers and obstacles. ‎the most considerable perceived challenges to the implementation of mall instruction ‎comprise lack of online facilities and resources, lack of interaction in online instruction, and ‎teachers’ limited knowledge of online instruction. the findings provide crucial insights into ‎teachers’ attitudes towards integrating mall into their efl classroom instruction in iran. ‎