1.2.    Statement of the Problem………………………………………….…..…….4 1.3.    Statement of the Research Questions…………..…………………….………..5 1.4.    Statement of the Research Hypotheses       ………………………………………6 1.5.    Definition of Key Terms…………………………..…………..…………….7 1.5.1. Teachers’ teaching Styles:………………………………………….……………..7 1.5.2. Autonomy:……………………………………………………………………8 1.5.3. Neuro-Linguistic Programming:……………..……………………………….9 1.6.    Significance of the Study…………………………………………..……….10 1.7.    Limitations, Delimitations ……………………………………………….…11 1.7.1. Limitations……………………………………………………………….….11 1.7.2. Delimitations…….…………………………………………………………12 CHAPTER II: REVIEW OF THE RELATED LITERATURE…………………..13 2.1.    Introduction…………………………………………………………………14 2.2.    Teachers’ Teaching Styles………………………………………………….15 2.2.1. Definition & Influencing Factors…………………………………..………15 2.2.2. Learners’ side: learning styles, strategies, prefer..ences and nee…….……..17 2.2.3.          Performance and Context…………………………………………….…….20 2.2.4.          Teaching Approaches and Methodologies………………………………….21 2.3.    Neuro-Linguistic Programming………………..…………………….…….24 2.3.1. History………………………………………………………………………25 2.3.2.          Definition…………….………………………………………….………….26 2.3.3.          NLP Fundamentals, Products & Essence……………………………..……29 2.4.    Autonomy…………………………………………………………………..31 2.4.1.   Definition ………………………………………………………..………..31 2.4.2. Learners’ Autonomy vs. Teachers’ Autonomy………………………….…34 2.4.3. Autonomy in Language Learning Setting…………..………………..…….38 CHAPTER III: METHODOLOGY…………..…………………………….…….41 3.1.    Introduction……………………………………………………………..….42 3.2.    Participants……………………………………………………….…………42 3.3.    Instrumentation…………..…………………………………………………43 3.3.1. Grasha Teaching Style Inventory Questionnaire …………………………..44 3.3.2. Neuro-Linguistic Programming Questionnaire …………………………….45 3.3.3.          Teacher Autonomy Survey…………………………………………………48 3.4.    Procedure…..…………………………………………………………………49 3.5.    Design……………………………………………………………………….50 3.6.    Statistical Analyses…………………………………………………………51 CHAPTER IV: RESULTS AND DISCUSSION…………………………………52 4.1.    Introduction…………………………………………………………………53 4.2.    The Results of the Study…………………………………………….……..54 4.2.1.          Reliability of the Instruments…………………………………………..…..54 4.2.1.1.       Reliability of Teachers’ Autonomy Scale……….…………………….54 4.2.1.2.       Reliability of Grasha Teaching Style Inventory….…………………55 4.2.1.3.       Reliability of NLP Scale…………………………………………….56 4.2.2. Testing the First Null Hypothesis:…………….………………………..….56 4.2.2.1. Frequency Statistics of Different Teaching Styles……………………….57 4.2.2.2. Descriptive Statistics……………………………………………………..58 4.2.2.3. Tests of Normality…………………………..…………………………   72 4.2.2.4. Final Results                                                                                                 75 4.2.3. Testing the Second Null Hypothesis……………………………………….78 4.2.3.1. Frequency Statistics of Different Teaching Styles.……    …………….….78 4.2.3.2. Descriptive Statistics……………………………………………………..80 4.2.3.3.  Tests of Normality……………………………………………………….86 4.2.3.4. Final Results………………………………………………………………87 4.2.4.. Testing the Third Null Hypothesis…………………………………………………..90 4.2.4.1. Assumption of Linearity………………..…………………………………90 4.2.4.2.Assumption of Normality……..……………………………………………..92 4.2.4.3. Final Results                                                                                       92 4.2.4. Testing the Fourth Null Hypothesis..………………………………………93 4.2.4.1. Assumption of Multicollinearity…………………………………………94 4.2.4.2. Assumption of Normality…………………………………………………97 4.2.4.3. Assumption of Homoscedasticity………………………………..………99 4.3. Discussion……………………………………………………………………110 CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS…….113 5.1.    Introduction……………..…………………………………………………114 5.2.    Procedure and Summary of the Findings…………….…………………..114 5.3.    Conclusion………………………………………………………………..116 5.4.    Pedagogical Implications…………………..……………………………..117 5.4.1. Implications for EFL Teachers……………………………………………117 5.4.2. Implications for EFL Learners……………………………..……………..118 5.4.3.           Implications for Language School Managers……………………………..119 5.4.4. Implications for Syllabus Designers………………………………………120 5.5.    Suggestions for Further Research…………………………………………121 REFERENCES…………………………………………………………………..122 APPENDICES……………………………………………………………………131 Teaching Autonomy Scale  (Pearson & Moomaw, 2005)……………………………….132 Neuro-Linguistic Programming (Reza Pishghadam, 2011)……………………..135 Teaching Style Inventory: Version 3.0 (Grasha, 1994)………………………….136

LIST OF TABLES

  Table 3.1 Distribution of Questions with Relevant Teaching Styles                                          45 Table 3.2 Distribution of Questions with Relevant Autonomy