摘要：There has always been tremendous studies regarding teachers’ perception of using a definite approach in boosting speaking ability of EFL learners; however, fewer studies have stressed the essentiality of student engagement through Harmer’s ESA elements involved in enhancing speaking performance of EFL learners. The aim of the present study is to put an effort into investigating teachers’ perception of teaching-learning techniques through the utilization of three engage, study and activates (ESA) elements involved in teaching of tasks in mastering Iranian intermediate EFL learners’ speaking skills. Based on this notion, a number of 10 EFL experienced teachers were enrolled in conduction of the study. In order to analyze teachers’ apprehension of ESA elements, a questionnaire which contained a five- point 37 Likert-type close-ended items was utilized. The results of the teachers’ questionnaire revealed that most of the teachers hold a positive perception of implementing ESA elements in their classroom settings as an instructional approach in boosting speaking ability of EFL learners. In conclusion, findings of the study approve implementation of ESA in classroom setting. It is expected that the implications of the study may significantly contribute to the work of EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers and researchers.
