Abstract

Numerous studies have tested and verified the potential of cyclical presentation of materials in developing proficiency and achievement in various contexts. None of them, however, have explored language teachers’ perceptions of cyclical presentation of materials. Since teachers’ perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers’ perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teaches teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded “Merits of Cyclical Presentation” and “Suggestions for Practice” as the two main categories each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students’ level of stress and tension; serves a remedial function; and increases students’ motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.

This work is licensed under a Creative Commons Attribution 4.0 License.