Teachers’ Attitudes towards the Use of MALL Instruction ‎in Iranian EFL Context

This study sets out to explore English as foreign language (EFL) and Iranian teachers' attitudes ‎towards the implementation of MALL instruction. For that matter, a mixed-methods design, ‎including questionnaires, structured interviews and observation were employed. A total of 87 ‎EFL teachers participated in the questionnaire, which was the quantitative phase of the study. ‎In addition, 10 EFL teachers were interviewed and their classes were observed for the ‎qualitative phase of the study. The participant EFL teachers have been teaching at a number of ‎universities and language-teaching institutions in Mazandaran. One-sample t-test was used to ‎analyze the questionnaire data and the results suggested that the Iranian EFL teachers adopted ‎moderately positive attitudes towards the implementation of MALL instruction, but the ‎observation data indicated that most teachers preferred traditional ways of teaching English in ‎the EFL context. At the same time, the interview data revealed that the implementation of ‎MALL instruction in Iran is challenging due to a number of perceived barriers and obstacles. ‎The most considerable perceived challenges to the implementation of MALL instruction ‎comprise lack of online facilities and resources, lack of interaction in online instruction, and ‎teachers’ limited knowledge of online instruction. The findings provide crucial insights into ‎teachers’ attitudes towards integrating MALL into their EFL classroom instruction in Iran. ‎