OICC Press Journal of English Language Pedagogy and Practice 2645-3584 17 1 2024 11 17 Scrutinizing Applied Linguistics Professors, EFL Teachers, and Parents’ Perspectives on English Instruction at the Primary School Level 139 171 10.71586/jal.2024.08181129467 EN Masoomeh Noorabadi M.A. CaDepartment of English Language and Literature, Urmia Branch, Islamic Azad University, Urmia, Iran. Farnoush Ahangaran Islamic Azad University of Urmia Journal Article 2024 11 17 The present study strived to expound on the perspectives of Applied Linguistics professors, English teachers, and parents on the instruction of English in primary schools. Convenience sampling was used to select 12 Applied Linguistics professors, 17 EFL teachers, and 19 parents in Urmia (Iran) as participants. A six-item semi-structured interview protocol was developed to gather their views on English instruction in these academic settings. The 30-minute interviews were conducted in Farsi. Thematic analysis identified underlying codes and themes in the participants’ responses. The findings revealed that Applied Linguistics professors valued English instruction for enhancing primary school learners’ academic performance and emphasized the importance of customized teacher education, technology-informed materials, and course activities. EFL teachers also supported English instruction and stressed the integration of technological advancements. Parents favored English instruction for its educational benefits and emphasized the need for supportive language learning environments in primary school English classes. These findings offer valuable insights for teacher educators, syllabus designers, and teachers regarding the requirements for effective English instruction in primary schools.