The Relationship between Teachers' and Students' Preferences about Different Classroom Activities among EFL Learners in National Iran Oil Company(NIOC) in Iran

The trend towards bilingual education has been a big focus in many places around the world Communicative language teaching, which stresses preparing students with communicative competence needed for real-life purposes, is replacing traditional audio-lingual teaching methods. Some organizations and institutes are implementing educational reforms to advance toward globalization. At the present time, English is taught in many organizations such as National Iran Oil Company in order to promote his/her staff to higher level of English proficiency. The purpose of this study was to examine Iranian teachers' and students' preferences regarding implementing different types of classroom activities in adult EFL classrooms in NIOC in Iran. The selected sample consists of 59 students and 25 teachers. The questionnaire selected for this study includes 41 items, categorized as communicative versus non-communicative activities, speech based versus text-based activities, feedback, grammar, participation modes, and web-based activities. Significantly, the results indicated that teachers prefer to implement communicative activities related to speech-based areas to help promote oral proficiency in the English language, and to utilize cooperative learning to build up students' writing skills. However, some students displayed negative attitudes when asked to participate in some of the activities. In conclusion, the analysis of the data from teachers and students indicated a considerable mismatch between students' and teachers' preferences for some of both communicative and non-communicative activities. In addition, the results pose for educators and administrators in NIOC include what teachers and administrators can do to minimize the potential mismatch in teachers' and students' preference and beliefs on language learning activities. The result of the study can contribute to future modifications of syllabus/curriculum design, and teaching decision-making process in NIOC teaching centers