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With the shift from a linear predictive perspective to a complex dynamic one in the field of applied linguistics, more ecological studies on English language teachers’ behaviors and styles are needed. Thus, the purpose of the present study was to explore Iranian English language teachers’ personal styles, namely controlling parent, nurturing parent, adult, adapted child, and natural child, from an ecological perspective. The data collected with 48 semi structured interviews, 96 journals, and 24 observations with 8 English language teachers were analyzed qualitatively by utilizing nested ecosystems model as an analytical framework, which led to the identification of internal and external factors underpinning teachers’ personal styles at the micro system. Moreover, the existence of meso, exo, macrosystem and their effects on teachers’ personal styles were suggested in the data. The findings of the study indicate that the teachers’ constructed personal styles in the classroom are very dynamic and they change within the particularities of each class in terms of the variables explored in this study. More interpretation of systematic intervention of each variable regarding the teachers’ personal styles was discussed.

On the exploration of the ecology of English language teachers’ personal styles in Iran