Conceptions of English Language Proficiency through the Eyes of Teachers, Learners, and Policymakers in Iran

Beliefs as triggers of performance and ESL proficiency as the ultimate goal of second language education play a significant role in language learning achievement. Using a qualitative approach, this paper aimed to examine the conception of English language proficiency from the perspectives of EFL policymakers, teachers, and learners in Iran. To this end, a select group of 20 people were interviewed. After audio-recording, transcribing, the interview data were coded via MAXQDA software. Iterative data collection and analysis continued until a point of saturation was reached with 20 participants. Grounded in their perspectives, the findings showed a conceptual gap and diversity of conceptions on the nature, characteristics, approaches, and goals of English language proficiency. Based on the results, a framework for developing ESL proficiency is proposed in which the views of the groups are incorporated, Cummins’ notions on ESL proficiency underlie its theoretical foundation, and the Common European Framework of Reference forms its practical basis. The findings have some implications for practitioners, syllabus designers, policymakers, and learners as well.