Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions

We investigated the home culture effect with respect to students’ perceptions about themselves and their instructors. This study was concerned cross-cultural analysis of Iranian Iraqi teacher success, credibility, stroke variables. Willingness Attend Classes (WTAC) evaluated. Two-hundred-seventy-six 150 English as a Foreign Language (EFL) university students participated in study. Results multi-group modeling showed measurement invariance, both metric scalar, across groups. Afterwards, descriptive statistics indicated that groups held high own WTAC teachers’ stroke, effectiveness, credibility. Next, correlational results sub-components perceived success variables were significantly positively associated WTAC. These outputs approved SEM results, hypothesized relations between approved; credibility factors positive significant predictors On whole, these findings provided empirical backing for theoretically-rich claim background predicts way belief systems are shaped reshaped. Hence, educators should be training teachers who not only effectively teach language but also fulfill expectations successful is able provide culturally-appropriate quality communication classroom build relationship trust him/herself ultimate aim enhancing student-related academic outcomes.