Abstract
The purpose of this study was to introduce issues and limitations regarding VE implementation in real Iranian classroom context. VE surveyed in three levels of personal, technological and pedagogical issues. A five-point Likert scale questionnaire was used to collect data from 36 male and female EFL teachers at different universities and language institutes in Iran. In the qualitative phase, a semi-structured interview was carried out to explore the EFL teachers’ perceptions toward using VE tools in their classes. The analysis of the data highlighted that Iranian teachers were enthusiastic about VE as an instruction tool in their classrooms and also had a positive attitude toward it, they also felt an obvious fear in dealing with the new technologies, especially VE tools.
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