Investigating teachers’ perceptions and instructional practices regarding form- focused instruction of speech acts in the Iranian EFL context

Mastery over speech acts plays a significant role in the accomplishment of communication between interlocutors. Thus, present study aimed to investigate Iranian EFL Instructors' perception and instructional practices towards form-focused instruction acts, specifically request apology invitation. To this aim, through sequential explanatory mixed-methods design, researchers selected 30 English language instructors Islamic Azad University (IAU) North Tehran Branch based on criterion sampling as participants. All participants completed an adapted version Pragmatic Knowledge Questionnaire (PKQ), were successively interviewed terms their claimed perceptions regarding semi-structured interview. Finally, six classes observed by get informed real classroom practices. The results data analyses then triangulated, findings revealed that used explicit strategies rather than implicit instruct classes. Also, they presumed agreed is more effective since technique seems be easier, understandable without ambiguity for learners. current are beneficial instructors, syllabus designers, materials developers, scholastic administrators enrich teaching curricula.