Challenges and Strategies in Mixed-ability EFL Classrooms in Iran: Teacher Perspectives

Mixed-ability English as a Foreign Language (EFL) classrooms in Iran present significant challenges for educators due to diverse student proficiencies, learning styles, and systemic constraints such as rigid curricula and limited resources. This study aimed to identify the primary challenges faced by Iranian EFL teachers in mixed-ability secondary school classrooms and evaluate the strategies they employ to address these issues. A quantitative descriptive design was adopted, utilizing an online questionnaire adapted from Al-Shammakhi and Al-Humaidi (۲۰۱۵), which included ۲۶ items for challenges (four domains: teaching/learning, motivation, materials, classroom management) and ۳۰ items for strategies (six domains). The statistical population comprised Iranian EFL teachers in public and private schools, with a sample of ۹۱ participants selected through convenience sampling. Data collection involved a five-point Likert-scale survey, validated by experts (Cronbach's alpha = ۰.۸۲), and analysis included descriptive statistics, one-sample t-tests, and Friedman tests to assess challenge severity and strategy frequency. Results indicated that teaching and learning emerged as the most critical challenge, while classroom management strategies were most frequently applied. Other findings revealed underutilization of needs analysis and motivation-focused strategies, highlighting gaps in addressing individual learner requirements. The study concluded that systemic reforms, including flexible curricula, targeted teacher training, and enhanced resource allocation, are essential to support differentiated instruction and improve educational equity in mixed-ability settings.

کلیدواژه ها:

Mixed-ability classes ، EFL teachers ، Differentiated instruction