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This paper investigates obstacles that teachers encounter in teaching English language in secondary schools of Iran. A questionnaire was designed and administered to sample groups for eliciting data. There were 180 EFL teachers from 150 secondary schools that responded to the survey questions. The findings showed that apart from external limitations such as insufficient teaching times and limited teaching resources, English language teachers are disappointed by their low proficiency in speaking English and using technology during teaching times. Teachers showed willingness to receive training in how to plan and perform their teaching more effective and motivate students’ engagement in class activity; also teachers seek effective approach for teaching English.
Behroozi et al. (Tue,) studied this question.