English classes in Iran are now a popular choice for parents to have their kids learn. A significant number of these children drop out before completing their education. Since there hasn't been a lot of research on why Iranian people stop learning English, this study wants to find out why this happens within the English as a Foreign Language context. Also, due to the lack of a comprehensive model that meets the conditions of language learning in Iran and the lack of predicting the reasons for dropping out of English language education in this context, this study wants to find connections between these causes by looking at previous studies and introducing a new model in this area. To meet these goals, current study gathered narratives and interviews from 43 Iranian people who had the experience of learning English, which did not require more participants due to data saturation. The narratives were used in order to discover the reasons for the participants' dropping out, and the interviews were used in order to resolve the ambiguities and confirm the researcher's findings from the stated reasons in the narratives. Using this method, the study created a new model to understand why people in Iran stop learning English. This model shows how 49 codes, 8 subcategories, and 3 main categories of dropout factors are connected and affect English learning process in Iran. By discovering the roots of Iranian language learners dropping out, this study provides a platform for future studies using its findings to examine ways to treat this educational problem in the country so that fewer English learners would drop out and face with its consequences in the future.
