New Approaches Improve Accountability of English Teachers

Many foreign & second language teachers are reluctant about shifting from traditional language instruction to new approaches, especially if they represent a significant departure from their consolidated set of teaching practices. This research argues that English teachers are accountable to move from traditional ways of teaching towards some more accurate approaches to gain the designed aims of education in Iran of 1404 and create an effective learning environment to support and enrich effective English learning outcomes.

Keywords:

accountability , English teachers , traditional instruction , new approaches , education in1404