Explaining the Experiences of Education Specialists from The Available Obstacles in The Levels of Planning of English Language Teaching in Iran Schools

Introduction: The attempt to identify the available obstacles on layers of the planning of English language education in Iran schools is a matter of urgency. Therefore, the purpose of this study was to investigate the obstacles and strategies existing in the English language teaching planning layers with using the experience of education specialists in Iran schools. Methods: This present qualitative study was conducted with a phenomenological approach in fall 2018 on 21 specialists of education in the field of English language education. This study was conducted by purposeful sampling and up to data saturation, with the confidentiality of information and the possibility of abandoning the study at any time. The data collection method was conducted through a deep open-ended and semi-structured interview. Results: By analyzing the obtained data, three main components and 46 sub-components were extracted. The main components of the obstacles in the planning layer included English as a foreign language, low education time and a large volume of content. The main obstacles elements in the implementation layer were the beginning of training from the seventh grade, low practice and repetition, lack of correct evaluation. Conclusions: The results showed that among the sub-components derived from the analysis of the responses of education of specialists in the field of English language teaching, specialists teachers familiar with new ways and methods in Iran schools should be employed.