Stylistic Perspectives to EFL Teaching and Learning Military vs. Non-Military Setting

Though teaching and learning associate two sides of one coin, each is assumed to be approached stylistically in different ways by teachers and learners as far as the issues of teaching and learning styles are concerned, respectively. In line with this perspective, this study is an inquiry into the extent to which language teachers and learners’ teaching-learning styles match or vary, particularly in the light of the educational setting (military vs. nonmilitary) in which they are involved. To this end, 32 EFL teachers and 72 learners doing their language teaching and learning careers from the two different EFL settings in Iran were selected. Each group received its respective questionnaire addressing teaching and learning styles. Cross comparative analysis of the data showed that neither teachers-teachers and learners-learners nor teachers-learners from both settings do recruit much different styles in the process of teaching and learning. It means that neither do the teachers’ teaching styles nor the learners’ learning styles differ to a great extent, if not completely match.