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The Plausibility of Applying Dogme Language Teaching Approach in Iranian EFL Classes from Teachers’ Perspective

Kamran Janfeshan, Asmaa Nader Sharhan, Mohammad Mahdi Janfeshan

Cultural Arts Research and Development · 39-48 · 10.55121/card.v3i2.116

Over-dependency on manufactured materials and fixed syllabuses in language classrooms hamper both teachers and students from achieving communicative ability. In the Dogme language teaching approach or unplugged teaching, teachers do not rely on these predetermined procedures and they have the freedom to choose the class activiti