The University of Tehran Journal of Foreign Language Research 2588-4123 12 1 2022 03 21 Iranian EFL Teachers’ Perceptions regarding Language Learners’ Procrastination Iranian EFL Teachers’ Perceptions regarding Language Learners’ Procrastination 15 30 85204 10.22059/jflr.2021.328577.875 FA Saber Khooei-Oskooei Ph.D. in ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Saeideh Ahangari Assistant Professor of ELT, Corresponding Author, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Zohreh Seifoori Associate Professor of ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Journal Article 2021 08 09 Delaying in doing responsibilities and tasks assigned in language classes is a phenomenon that most of teachers have observed. Language learners’ tendency to put off doing things can take place in different situations and for various reasons. The present study investigated the reasons for such deferments, called procrastination, through interviewing EFL teachers. During a semi-structured interview process, 23 teachers expressed their opinions regarding the causes of language learners’ procrastination. The analysis of the data based on grounded theory methodology and their coding in three phases of open, selective, and theoretical coding led to the emergence of Dilatory Behavior as the core category which covered the situations in which language learners mostly procrastinate such as studying for examination, delivery of assignments, and acquisition of correct spelling. Further data collection and analysis revealed that language learners’ procrastination could be attributed to internal factors such as affective and cognitive characteristics, competence-based issues, and mental and physical conditions as well as external factors such as task quality and context features. The results of this study can be useful for EFL teachers and curriculum developers in raising their awareness regarding the potential causes of language learners’ procrastination and supplying them with the necessary information needed for devising appropriate strategies to reduce language learners’ undue procrastination. Delaying in doing responsibilities and tasks assigned in language classes is a phenomenon that most of teachers have observed. Language learners’ tendency to put off doing things can take place in different situations and for various reasons. The present study investigated the reasons for such deferments, called procrastination, through interviewing EFL teachers. During a semi-structured interview process, 23 teachers expressed their opinions regarding the causes of language learners’ procrastination. The analysis of the data based on grounded theory methodology and their coding in three phases of open, selective, and theoretical coding led to the emergence of Dilatory Behavior as the core category which covered the situations in which language learners mostly procrastinate such as studying for examination, delivery of assignments, and acquisition of correct spelling. Further data collection and analysis revealed that language learners’ procrastination could be attributed to internal factors such as affective and cognitive characteristics, competence-based issues, and mental and physical conditions as well as external factors such as task quality and context features. The results of this study can be useful for EFL teachers and curriculum developers in raising their awareness regarding the potential causes of language learners’ procrastination and supplying them with the necessary information needed for devising appropriate strategies to reduce language learners’ undue procrastination. https://jflr.ut.ac.ir/article_85204_e47f411fa2f9e0c5740d60e289435705.pdf