the interplay of efl teachers’ epistemological beliefs and their practice of different features of mediation

the current study aimed at making inquiries about the relationship between efl teachers’ epistemological beliefs and their practice of the different features of mediation. researcher specifically emphasized teachers’ functions in classroom regarding mediation principles. a sample of 77 english professors, who were teaching english language teaching, literature, and translation in various universities in kerman and its provinces, participated in this study. participants were both male and female with educational degree of m.a and ph.d. they were selected through a stratified random method. in order to gather required information, two questionnaires were used: epistemological beliefs inventory by schraw et al. (2002), and mediation questionnaire for language teachers. the findings of study disclosed that some categories of epistemological beliefs had a significant correlation with different mediation features and not all of them. as the results showed; first, certain knowledge had a significant positive relationship with a belief in positive outcomes. second, omniscient authority had a significant positive correlation with goal setting. third, innate ability had a significant negative relationship with awareness of change; and finally, researcher cannot find any relationship between other epistemological beliefs categories and mediation features.