Identifying the Factors Influencing English Language Teachers’ Inclination toward Concept-Based Teaching: A Case Study of Kermanshah Province

Document Type : Original Article

Authors

1 Department of English Language Teaching, Farhangian University, P.O. Box: 14665-889, Tehran, Iran

2 Teacher, Kermanshah, Iran

Abstract

Extended Abstract
Identifying the Factors Influencing English Language Teachers’ Inclination toward Concept-Based Teaching: A Case Study of Kermanshah Province
Introduction: Concept-based teaching prioritizes learners’ understanding of underlying principles and concepts and their ability to apply knowledge in real-life contexts, rather than the memorization of disconnected information. Despite the growing emphasis on meaningful and transferable learning, limited research has examined the current state of English language teaching and the conditions that support or impede the implementation of concept-based instruction in local educational contexts. This study therefore investigated the current practices of English language teaching and identified the factors influencing teachers’ inclination toward concept-based teaching, including the principal barriers to its implementation among lower- and upper-secondary English teachers in Kermanshah Province, Iran.
Methods and Date: The study draws on constructivist and cognitive perspectives on learning. Piaget’s account of active learning highlights the learner’s engagement with the environment in constructing knowledge. Vygotsky’s sociocultural perspective emphasizes the role of social interaction, language, internalization, and the Zone of Proximal Development in supporting learning. The discussion also invokes Ausubel’s theory of meaningful learning, which stresses the importance of organizing and sequencing instructional content so that new knowledge can be connected to learners’ existing cognitive structures. Together, these perspectives provide a theoretical basis for understanding concept-based teaching as an approach that promotes deeper comprehension, meaningful connections, and the application of knowledge.
Findings: This applied study adopted a qualitative, exploratory design. Participants were English language teachers assigned to teach at lower- and upper-secondary levels in Kermanshah Province during the 2023–2024 academic year. Using criterion-based purposive sampling, the researchers selected 18 teachers, comprising 11 men and 7 women. Data were collected through individual, in-depth, semi-structured interviews and analyzed using thematic analysis. Thematic analysis yielded one overarching theme, seven organizing themes, and 117 basic themes. The reported findings indicate that teachers were relatively satisfied with existing teaching practices, while also suggesting that, while also suggesting that successful implementation of concept-based teaching would require an increase in instructional time positive effects associated with teachers’ professional-development activities. At the same time, several barriers were identified: teachers’ lack of motivation, insufficient class time, large class sizes, and many teachers’ limited familiarity with concept-based teaching. These findings point to both systemic constraints and professional-capacity needs that may affect teachers’ readiness to adopt the approach.
Discussion and Conclusion: The study concludes that addressing the identified barriers could facilitate the implementation of concept-based teaching in English language classrooms. In particular, the findings underscore the importance of providing adequate instructional time, addressing class-size pressures, strengthening teacher motivation, and expanding teachers’ familiarity with concept-based pedagogy through professional development. The results may inform educational policymakers, teachers, and curriculum and textbook developers seeking to promote deeper and more meaningful English language learning.

Keywords

References

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Quarterly Journal of Education Studies
Volume 12, Issue 45
June 2026
Pages 77-94

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