Interactive Language Pedagogy in Gender-Segregated EFL Classrooms: A Dual-Class Study of Beginner Learners in Rasht, Iran

This mixed-methods study investigates the impact of interactive language pedagogy—integrating Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Cooperative Language Learning (CLL), and Total Physical Response (TPR)—in two parallel, gender-segregated beginner EFL classrooms in Rasht, Iran. Over ۱۲ weeks, ۲۸ male and ۲۶ female A۱-level students, taught by Mr. Amir Abbas Kahroba and Ms. Shabnam Mohammadi respectively, engaged in a shared interactive curriculum based on World English ۱. Data were collected through pre- and post-tests, classroom observations, student feedback surveys, and teacher interviews. Quantitative analysis revealed significant gains in oral fluency (+۸۴–۹۴%), lexical range, and comprehensibility for both groups, alongside reduced anxiety and increased willingness to communicate. Qualitative findings highlighted distinct teacher-mediated dynamics: Mr. Kahroba used movement and challenge to engage boys, while Ms. Mohammadi emphasized collaboration and emotional safety to support girls. Despite differing classroom climates, both classes showed transformative growth in interaction and confidence. The study demonstrates that interactive pedagogy can be successfully adapted to Iran’s gender-segregated EFL context when paired with teacher agency and context-sensitive scaffolding. Recommendations are provided for educators, teacher trainers, and curriculum developers seeking to foster inclusive, engaging language learning environments in similar settings.

کلیدواژه ها:

interactive pedagogy ، beginner EFL ، gender-segregated classrooms ، CLT ، TBLT ، Iran ، mixed methods ، teacher adaptation