EFL teachers’ classroom discipline strategies: the students’ perspective

Abstract

This study investigated Iranian EFL teachers’ classroom discipline strategies from their students’ perspective. One thousand and four-hundred ninety-seven students filled in the classroom discipline strategy questionnaire that assessed their perceptions of the strategies their English teachers used to discipline the classroom. The results showed that Iranian EFL teachers appeared to use recognition/rewarding strategies more often to discipline their classes, while using aggression and punishment were the least common classroom discipline strategies. Female teachers used punishment, discussion, and aggression strategies more in comparison to male teachers. Also, public school teachers used aggression strategy more than those who worked in private schools.

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