revise the below topic for statment of the problem about Students’ Resistance to Language Learning in EFL Classes: Teachers’ Perceptions and Practices of Resistance-Reducing Strategies. "English curriculum and methodology in high schools in Iran have long changed. The call for changes and the employment of Communicative Language Teaching (CLT) has been a response to dissatisfaction with the traditional grammar-translation method in producing incompetent English speakers. Because of this insufficiency in speaking, many EFL students in Iran have to attend English language institutes (Talebinezhad & Sadeghi, 2005). The major problem that this study attempts to address is Iranian EFL students’ resistance to classroom participation in foreign language classes as well as (Kalanzadeh, Nahak Mirchenari & Bakhtiarvand, 2013; Gharbavi, Hemmati, Salmani Kallah, 2014), their passivity and unwillingness to communicate or initiate conversations (Kafipour, Yazdi, Soori, & Shokrpour, 2011; Abdullah & Hosseini, 2012; Rashidi & Mahmoudi Kia, 2012).
An in-depth study in the Iranian context on reticence shows that WTC students’ dominance reinforced by Iranian English teachers’ perceptions has been a major problem in keeping reticent learners at an unequal distance to opportunities to participate. It also reinforces the idea that this group of students often fall behind more vocal students and avoid participating. Empathy with those students showing resistance through reticence has been a barrier holding teachers from extending interactions. As a result, reticent students simply interpret teachers’ practice as a dismissive gesture or a sign of being uninterested (Allahyar, 2015). To understand teachers’ practice in the classroom, it is imperative to examine not only their actions but the underlying reasons why they are involved in certain teaching practices. If teachers hold a wrong perception of resistant students and adopt the wrong strategies, there is a possibility that they may magnify students’ resistance and in the long run, ultimately make them more resistant. However, the available literature has not very well covered the areas of students’ resistance, reducing strategies being employed by teachers, and teachers’ challenges when dealing with EFL language learners’ resistance to active language learning.
In the absence of evidence, the above-mentioned assumption associated with the wrong perception remains a hunch. More importantly, to understand teachers’ perceptions, it is necessary to examine them in Iranian public schools to see how the context might affect their perceptions of EFL learners’ resistance to language learning in EFL classes. 
The literature signals how important it is to use a strategy when a problem cannot be directly dealt with; the cases of deploying strategies in English language classes vary from cognitive, meta-cognitive, communication, and resistance-reducing strategies. However, there does seem to be evidence that despite the urgent need for such measures to tackle resistance, almost no work has been so far allocated to address the issue. This leaves many teachers unaware not only of the nature of resistance, but the way to cope with that as well. This study is going to present a psychometrically sound instrument evaluating teachers’ perception of students’ resistance and their perceptions of how using strategies may help them overcome the problem.
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