Visual Literacy in Iranian EFL Classrooms: A Quantitative Study of Teachers' Knowledge, Attitudes, and Instructional Practices

This quantitative study examined Iranian EFL teachers' knowledge of visual literacy (VL), their attitudes toward its integration in language teaching, and the extent to which these factors predict actual classroom practices. A total of ۱۸۷ EFL teachers (۴۲ male, ۱۴۵ female) from public schools, private language institutes, and online platforms across seven provinces completed a validated ۴۵-item questionnaire. Results indicated moderate overall knowledge of VL (M = ۳.۱۲, SD = ۰.۷۸), with significant gaps in critical and productive aspects. Attitudes were positive (M = ۴.۰۱, SD = ۰.۶۵). Together knowledge and attitudes explained ۳۴% of the variation in practices with knowledge being the more important factor. These findings highlight the need for targeted teacher training programs in Iran to help teachers move from positive attitudes to effective classroom use of visual literacy.

کلیدواژه ها:

visual literacy ، EFL teachers ، teacher knowledge ، attitudes ، classroom practices ، Iran.