Understanding Iranian EFL Learners' Exposure to Foreign Language Learning Environments

This study investigates the patterns, intensity, and perceived effectiveness of Iranian EFL learners' exposure to diverse foreign language learning environments, including formal instruction, private institutes, digital platforms, social media, and informal community-based practices. Using a mixed-methods design with a survey (N = ۴۱۲) and semi-structured interviews (n = ۲۴), we examine (a) the relative contribution of in-school vs. out-of-school exposure, (b) the role of technology-mediated environments (mobile-assisted language learning, MOOCs, streaming, and social platforms), and )c) contextual constraints (policy, access, affordability, sociocultural attitudes). Results indicate that learners rely heavily on private institutes and digital ecosystems to supplement limited communicative exposure in mainstream schooling. Quality and intensity of exposure, not merely quantity, predict self-reported proficiency and L۲ use. Interview findings highlight the salience of algorithmic discovery on social platforms, the motivational role of fan communities, and the need for scaffolded input and purposeful interaction. Implications emphasize enhancing meaningful input, task-based interaction, and teacher professional development for technology integration. The study provides an updated synthesis and empirically grounded recommendations for stakeholders.

کلیدواژه ها:

EFL exposure ، learning environments ، Iran ، mobile-assisted language learning ، informal learning ، digital literacy ، task-based learning ، social media ، private institutes ، input quality.