فهرست نشریات علمی دسترسی آزاد ایران

Willingness to Communicate (WTC) has been identified as a crucial factor in second-language learning, as it bridges the gap between language competence and actual use. However, while much research has focused on general factors influencing WTC, limited attention has been given to pedagogical strategies, particularly in the Iranian English as a Foreign Language (EFL) context. This study investigates age-appropriate strategies employed by Iranian EFL teachers to enhance students’ WTC in English, focusing on seventh-grade and twelfth-grade learners. The study employed a qualitative approach, utilizing semi-structured interviews with 20 Iranian EFL teachers from Sabzevar and Mashhad, split evenly between those teaching seventh-grade and twelfth-grade students. Participants were selected through convenience sampling. To ensure rigor, the interview protocol underwent expert review and a pilot test to refine questions for clarity and relevance. Data were collected through in-person interviews, which were audio-recorded with participants' consent. Field notes were also taken to capture non-verbal cues and contextual information. Thematic analysis was conducted in four stages: transcription and familiarization with data, keyword selection, coding, and theme development. The results revealed that strategies for seventh-grade students focused on creating a supportive and engaging environment through interactive games, storytelling, role-playing, and multimedia resources. In contrast, strategies for twelfth-grade students emphasized intellectual engagement and real-world application, including debates on current events, project-based learning, and preparation for standardized English proficiency tests. The comparative analysis highlighted a developmental progression in teaching practices, with younger learners benefiting from emotionally supportive, teacher-led activities, while older students thrived in independent, cognitively demanding tasks.