a study of iranian high school english learners’ perceptions of their teachers’ support levels in education process

Learning english as a foreign language is obligatory in iranian high schools; therefore, it can cause both stress and feelings of helplessness in efl learners. teacher support as an essential antecedent in the educational process, can significantly affect efl learners’ achievement and success in l2 learning. with this in mind, the present study aims to investigate the perceptions and satisfaction levels of high school efl learners towards their teachers’ support. to this end, a sample of 100 students studying in senior high schools was randomly selected. the data was collected through foreign language teacher support scale (fltss) developed by sadoughi and hejazi (2022). the questionnaire consists of 25 items, measuring four types of perceived teacher support including emotional, instrumental, appraisal, and informational support levels. responses to the questionnaire were statistically analyzed through chi-square in spss version 26. the results indicated that most of the efl learners expressed satisfaction as they reported they received sufficient amount of emotional and informational support. more specifically, the results revealed that iranian high school english teachers significantly provided higher levels of emotional and appraisal teacher support (especially perceived by girls) which was considered to be highly encouraging compared to other two types. the implications of the study about teacher support, as an essential type of social support leading to many key outcomes in l2 learning, can significantly contribute to enhance foreign language achievement.