Abstract
This study aimed to investigate the Iranian language learners' ideas of the ideal English lesson. Two kinds of English lessons, form-focused and communicative were taken into account. Moreover, the current study set out to investigate the relationship between the learners’ conceptions of ideal lesson and their gender. The collection of data was accomplished by administering a modified 10-item survey questionnaire to 100 advanced English learners of a language institute in Hamedan. The participants were randomly selected to complete the questionnaire, reflecting their opinions regarding the ideal English lesson. Accordingly, the results of the study indicated that advanced Iranian learners preferred communicative activities such as having lots of active discussions, working independently of the teacher, doing funny activities (e.g., singing happy songs and playing games) and using real-life materials (e.g., TV, magazines) more than form-focused activities such as teaching items of language (e.g., grammar and vocabulary), correct pronunciation, revising grammar, correcting most of the grammatical mistakes and guiding most of what they do. It was also found that there is a significant difference in learners' orientations towards communicative activities based on their gender, with males scoring higher on those items.
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