Neda Soleimani - PhD candidate in TEFL, Shiraz University, Shiraz
Zahra Kheradmand Saadi - PhD candidate in TEFL, Shiraz University, Shiraz

Epistemological belief, belief about the knowledge and its acquisition, is considered to be one of the determinant sources of teachers' behaviors and teaching performances However, this possible connection has not been the focus of many studies. In particular, the relationships among EFL teachers' epistemological beliefs and teaching style need more attention. To pinpoint this issue, this study examined EFL teachers' epistemological beliefs, dominant teaching style and the possible connections among these variables. Using cluster random sampling, ٢٠٠ EFL teachers in Yasuj and Gachsaran were selected. To collect data, teaching style instrument (TSI) containing ٤٠ items by Grasha (١٩٩٦) and epistemological beliefs scale including ٣٠ items (EBS) by Chan and Elliott (٢٠٠٤) were utilized. The Cronbach alpha for TSI and EBS were .٧٥ and .٨٢,respectively. Descriptive statistics and correlational analyses were used to answer research questions. Results of the study showed that EFL teachers mainly practice expert style of teaching and their predominant epistemological belief is authority. Moreover, significant positive correlations existed between EFL teachers' expert teaching style and authority beliefs. Regression analyses showed that EFL teachers' epistemological beliefs could determine their style of teaching. High schools EFL teachers believed that knowledge should be transferred from an authority and students should follow their teachers. This was in line with their common practice of teaching (expert style of teaching). This study revealed that teachers' instructional practices and their style of teaching could be traced to their epistemological beliefs.

beliefs, epistemology, EFL teachers, teaching style