Mediated Learning Experience in Iranian EFL Settings: Focusing on Levels of Teaching and Pedagogical Conceptions

Elmira Heidari, Mohammad Bavali


The aim of the study was to examine the Iranian learning settings according to the 12 features of the Mediated Learning Experience proposed by Feuerstein (1990). The study also aimed at   inspecting the impact of the level being taught and teacher’s pedagogical conception on their mediation performance. To this end, the MLE questionnaire was applied to investigate Iranian EFL teachers’ mediation performance in the language learning settings. The results specified that their act of mediation needed more deliberation in some of the MLE parameters more than the others, namely mediation for challenge, goal-setting, awareness of change, reciprocity, and transcendence. As for the impact of teacher’s pedagogical conception of teaching on their mediation of learning, the results showed that there was only a moderate positive influence on their mediation practice. Nonetheless, the study concluded that the participants’ mediation performance is not affected by the level they are teaching.


Mediation; Mediated Learning Experience (MLE); pedagogical conception; mediation performance; mediation for challenge; mediation for awareness of change; goal-setting.

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