Document Type : Original Article
Authors
1
Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
2
Department of English Language and Literature,Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
3
Department of Teaching English, Faculty of Persian Literature and Foreign Languages, Garmsar Branch, Islamic Azad University, Garmsar, Iran
4
Department of English Language, Faculty of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
5
Department of English Language, Faculty of Foreign Languages, Roudehen Branch, Islamic Azad University, Roudehen, Iran
10.22034/jespp.2026.582945.1051
Abstract
This study examined Iranian EFL teachers’ investment in ELT materials development and its perceived effects on professionalism. Since course books do not always address the needs of every class, teachers are often expected to design their own materials. Using a sequential explanatory mixed-methods design, 346 Iranian EFL teachers completed the Teachers’ Investment in ELT Materials Development Questionnaire (TIMDQ), and 10 teachers participated in follow-up interviews. Qualitative data were transcribed and analyzed through content and thematic analysis using MAXQDA. Findings revealed that Iranian English language instructors generally hold positive views toward investing in materials development (t = 43.5, p < .001). They believe such engagement strengthens teacher professionalism by deepening awareness of educational needs, classroom realities, and current trends. The study also identified anticipated challenges, problems, and benefits related to developing ELT materials. Overall, teachers’ role as material developers was found to enhance educational quality and represent a sustainable professional responsibility, as planning lessons, modules, and courses is a continuous process requiring ongoing development and refinement.
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