Abstract
This paper is aimed at exploring China’s secondary school EFL teachers’ situational restraints in the implementation of mediation. In order to address the proposed question, a questionnaire survey was employed for the data collection regarding teachers’ situational restraints in their classroom practices. The results indicate that most EFL teachers are unable to play mediators on account of situational restraints that they have encountered. Most of them refer to the shortage of suggestions and recommendations from related specialists or experts and the lack of cultivation training in terms of the execution of mediation as the most influential of all the restraints. The paper thus attempts to bring out reflective implications for language teacher practitioners by means of the provision of reference evidence for policy makers and curriculum developers.
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