Mehrak Rahimi - English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
Farhad Naderi - English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

The current study aimed at finding the role of Iranian EFL teachers’ attitudes toward communicative approach in their teaching style. 203 EFL teachers participated in this study. They filled in CLT attitudes scale with five factors (place/importance of grammar, the role of the teacher in the classroom, group/pair work, the role and contribution of learners in the learning process, and quality/quantity of error correction). They also completed the teaching style questionnaire with 4 types of teaching styles (learner-centric teacher, go-by-the book learner-centric teacher, grammar-centric teacher, and teacher-centric teacher). The preliminary results showed that the sample clustered in 2 teaching styles, learner-centric and go-by-the book learner-centric. Direct logistic regression was performed to find the role of CLT attitudes in predicting EFL teachers’ teaching style. The full model containing all predictors was statistically significant and explained between 18% (Cox and Snell R square) and 26% (Nagelkerke R square) of the variance teaching style. Teachers’ attitudes to ‘the role and contribution of learners in learning process’ and ‘quality/quantity of error correction’ made a unique statistically significant contribution to the model. The strongest predictor of teaching style was teachers’ attitudes toward ‘quality/quantity of error correction’ in a communicative class

attitudes; CLT; teaching style; teachers