The Influence of Stereotypical Teaching by Iraqi English Language Instructors on EFL College Students' Proficiency

Abstract

English as a Foreign Language (EFL) education plays a crucial role in the globalized world, where English serves as a lingua franca for communication and access to knowledge. This study seeks to contribute valuable insights to the field of EFL education and foster a better understanding of the complex dynamics between teachers' stereotypes and students' language learning outcomes in a culturally diverse and linguistically rich context like Iraq. The research employed a mixed-methods approach, combining qualitative and quantitative methods. Qualitative research methods used to explore the nuances of teachers' stereotypes and their manifestations in the classroom, while quantitative methods employed to measure the impact of these stereotypes on students' language efficiency. This combination of methods provided a comprehensive understanding of the phenomenon. In conclusion, the outcomes of this study underscore the critical importance of addressing negative teacher stereotypes in the realm of education. The evidence strongly supports the notion that these stereotypes can significantly impede students' language efficiency. When students are burdened by negative stereotypes, it not only affects their academic performance but also erodes their confidence and self-esteem. Consequently, educational institutions must proactively challenge these harmful stereotypes and promote a positive and inclusive learning environment.