چكيده
Teaching English as a foreign language is a challenging task. Furthermore, teachers who play a key role in SL/FL learning, have a great influence on students' thinking, motivation, and behavior. However, without proper education, these teachers might end up using violence words and having a significantly negative effect on students` learning process and outcome. Therefore, nonviolent communication has been introduced as a means to improve teaches’ interaction with their students. Accordingly, this study intended to investigate the most important factors of nonviolent communication in EFL classes in Iran. To achieve the given goal, a conceptual model was designed as a point of departure, and then this conceptual model was given to an expert panel that had at least two-year experience in teaching English. Based on AHP method, the expert panel's comments were analyzed by Expert Choice software. To recapitulate, the result of the study revealed that “changing within ourselves” was recognized as the most important factor for a non-violent communication in an EFL classroom. Moreover, factors such as “expressing gratitude”, “and the power of empathy”, “seeing the beauty in others” and “receiving empathetically” were considered as the effective factors, as well. As the final output of the study, a native model of non-violent communication for an Iranian EFL classroom has been proposed.
