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Several pedagogical implications emerged from the results of the present study. The study could be an attempt to contribute to the Iranian educational reform process, encouraging an effective implementation of the Dogme in Iranian language schools. This, of course, implies good control of the difficulties and challenges that might impede the implementation. Such control would encourage Iranian EFL teachers to adopt the Dogme in teaching English. The present study suggests a number of other procedures before the implementation, such as promoting students' oral communication through listening to English native speakers on tape or real life situations, at least, concentrating on pair and group work, reducing the number of students in each class to at a maximum of twenty-five students, etc.