摘要：This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the gained data, and then findings were coded into themes. It is notable that the most participants followed curriculums for this or that reason. Although they state both positive and negative sides of the two curriculums, all teachers find 2005 curriculum change positive and generally find it more effective and successful. Eight of the participants think that foreign language (English) teaching is either unsuccessful or inadequate due to lack of skills of speaking, writing and listening. They offer to solve this problem by adapting an assessment system that evaluates those skills, taking benefit of internet for more practice, sending pre-service foreign language teachers abroad.
