Unveiling Reflective Practices: Iranian Muslim EFL Instructors' Techniques for Teaching Interlanguage Pragmatics

Mastery of interlanguage pragmatics equips second/foreign language learners to interact effectively with both native and non-native speakers. Pragmatic instruction boosts learners' awareness of these norms. Teachers select instructional techniques based on core educational beliefs, including adherence to reflective teaching principles. However, little is known about the Muslim reflective teachers’ selection of techniques to instruct interlanguage pragmatics. This study occupied a part of this niche in the literature by developing a questionnaire and examining reflective and non-reflective teachers’ techniques to instruct second language pragmatics. The participants of this study, selected through a convenience sampling procedure, included 179 Muslim English reflective teachers instructing at different educational contexts in Iran. The findings showed that teachers’ reflective teaching mindset could, to a large extent, determine their selection of activities. Based on the results of this study, reflective teachers employ a mixture of explicit and implicit instructional techniques to teach interlanguage pragmatics.