اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,143 |
| تعداد مشاهده مقاله | 4,279,861 |
| تعداد دریافت فایل اصل مقاله | 2,866,704 |
Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 4، دوره 11، شماره 1، فروردین 2024، صفحه 77-100 اصل مقاله (931.46 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2023.18332.2193 | ||
| نویسندگان | ||
| Tahereh Movahhedi1؛ Amir Sarkeshikian* 2؛ Mohammad Golshan3 | ||
| 1Department of English Language, Maybod Branch, Islamic Azad University, Maybod, Iran | ||
| 2Department of English Language, Qom Branch, Islamic Azad University, Qom, Iran | ||
| 3Department of English Language, Maybod Branch, Islamic Azad University, Maybod, Iran | ||
| تاریخ دریافت: 14 فروردین 1402، تاریخ بازنگری: 19 اردیبهشت 1402، تاریخ پذیرش: 09 خرداد 1402 | ||
| چکیده | ||
| Critical English for academic purposes (CEAP) has been an attempt to challenge the status quo in English for academic purposes (EAP) education. However, it has not received due attention in the literature. For the same reason, this study concentrated on how the Iranian EAP teachers and students perceived the three key CEAP modules of needs/right analysis, power, and dialogue/hope. As its secondary aim, this study also focused on how much the instructor practiced what they perceived of CEAP in their classrooms. For gathering the quantitative data, the main components of the CEAP framework formed the basis for the preparation and validation of a Likert-type questionnaire to measure the respondents’ perceptions of CEAP. In order to complement the results of the questionnaire data on the perception of CEAP, a semi-structured interview protocol was developed. The results for the first research question showed that both participating groups' opinions of CEAP were quite similar. The discrepancy between teachers’ questionnaire and interview data demonstrated that a praxis breakdown occurred as a result of an imbalance between the EAP teachers' knowledge and practice of CEAP in their classroom. Additionally, the qualitative data analysis showed that there was little contact between ESP teachers and students while developing the EAP curricula and instructional strategies. Students were also viewed as obedient and passive actors, required to carry out the predetermined institutional requirements established by the departments or curriculum designers. The findings of this study have implications for ESP teachers and material developers. | ||
| کلیدواژه‌ها | ||
| critical English for academic purposes؛ English for academic purposes؛ ESP؛ perception | ||
| مراجع | ||
|
Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Atai, M. R. (2006). EAP teacher education: Searching for an effective model integrating content and language teachers’ schemes [Paper presentation]. PAAL Conference, Kangwong National University.
Atai, M. R., Babaii, E., & Nili-Ahmadabadi, M. (2018). A critical appraisal of university EAP programs in Iran: Revisiting the status of EAP textbooks and instruction. Journal of Language Horizons, 2(1), 31–52.
Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27–38. https://doi.org/10.1016/j.esp.2013.07.007
Atai, M. R., & Taherkhani, R. (2018). Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills. Journal of English for Academic Purposes, 36, 108–118. https://doi.org/10.1016/j.jeap.2018.09.007.
Bachman, L. F. (2005). Statistical Analysis for Language Assessment. (2nd ed.). Cambridge University Press.
Benesch, S. (1999). Rights analysis: Studying power relations in an academic setting. English for Specific Purposes, 18(4), 313–327.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Routledge.
Benesch, S. (2009). Theorizing and practicing critical English for academic purposes. Journal of English for Academic Purposes, 8(2), 81–85. https://doi.org/10.1016/j.jeap.2008.09.002.
Benesch, S. (2013). Considering emotions in critical English language teaching: Theories and praxis. Routledge.
Borg, S. (2019). Language teacher cognition: Perspectives and debates. In X. Gao (Ed.), Second handbook of English language teaching (pp.1149–1170). Springer. https://doi.org/10.1007/978-3-030-02899-2_59.
Breunig, M. (2005). Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education, 28(2), 106–122. https://doi.org/10.1177/105382590502800205.
Bronner, S. E. (2017). Critical theory: A very short introduction (Vol. 263). Oxford University Press.
Bruce, I. (2021). Towards an EAP without borders: Developing knowledge, practitioners, and communities. International Journal of English for Academic Purposes: Research and Practice, 1(1), 23–37. https://doi.org/10.3828/ijeap.2021.3.
Chun, C. W. (2019). EAP students co‐constructing alternative narratives: Classroom discursive representations of Islam and democracy. TESOL Quarterly, 53(1), 158–179. https://doi.org/10.1002/tesq.475.
Darder, A. (2018). The student guide to Freire’s’ pedagogy of the oppressed’. Bloomsbury.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford university press.
Esfandiari, R. (2015). An investigation into ESAP needs of Iranian BA students of law. Teaching English as a Second Language Quarterly, 34(3), 29–59.
Freire, P. (2020). Pedagogy of the oppressed: Pedagogy of the oppressed. In P. Kuppers & G. Robertson (Eds.), The community performance reader (1st ed., pp. 24–27). Routledge. https://doi.org/10.1007/s11159-020-09872-9
Freire, P., & Freire, A. M. A. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
Guardado, M., & Light, J. (2020). Curriculum development in English for academic purposes: A Guide to Practice. Springer Nature.
Guilherme, M. (2012). Critical pedagogy. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley Online Library. Retrieved March 1, 2023, from https://onlinelibrary.wiley.com/doi/abs/10.1002/9781405198431.wbeal0283.
Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23(4), 355–377. https://doi.org/10.1016/j.esp.2003.08.001.
Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. Modern Language Journal, 97(4), 828–852. https://doi.org/10.1111/j.1540-4781.2013.12049.x
Hashemi, M. R., Lamir, A. R., & Namjoo, F. R. (2011). English for BSc students of physical education in Iran: A study of perception of English needs and effectiveness of ESP textbooks. English Language and Literature Studies,1(2), 14-24. https://doi.org/10.5539/ells.v1n2p14.
Hayati, A. M. (2008). Teaching English for special purposes in Iran: Problems and suggestions. Arts and Humanities in Higher Education, 7(2), 149–164. https://doi.org/10.1177/1474022208088645.
Helmer, K. A. (2013). Critical English for academic purposes: Building on learner, teacher, and program strengths. Journal of English for Academic Purposes, 12(4), 273–287. https://doi.org/10.1016/j.jeap.2013.08.003
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Johns, A. M. (2013). Rhetorical genre studies (RGS) and the teaching of EFL reading and writing–or genre is much more than text structure [Paper presentation]. CELC Symposium Bridging Research and Pedagogy, National University of Singapore.
Jordan, R. R. (2002). The growth of EAP in Britain. Journal of English for Academic Purposes, 1, 69–78.
Kanno, Y., & Stuart, C. (2011). The development of L2 teacher identity: Longitudinal case studies. Modern Language Journal, 95(2), 236–252.
Khany, R., & Tarlani-Aliabadi, H. (2016). Studying power relations in an academic setting: Teachers’ and students’ perceptions of EAP classes in Iran. Journal of English for Academic Purposes, 21, 72–85. https://doi.org/10.1016/j.jeap.2015.12.002.
Kiany, G. R., & Khayyamdar, M. (2005). Proceedings of the first national conference on teaching English for specific and academic purposes. SAMT.
Marginson, S., & Van der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in International Education, 11(3–4), 306–329. https://doi.org/10.1177/1028315307303544.
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277–289. https://doi.org/10.1016/j.jeap.2008.10.008.
Mortenson, L. (2022). Integrating social justice-oriented content into English for academic purposes (EAP) instruction: A case study. English for Specific Purposes, 65, 1–14. https://doi.org/10.1016/j.esp.2021.08.002.
Moslemi, F., Moinzadeh, A., & Dabaghi, A. (2011). ESP needs analysis of Iranian MA students: A case study of the University of Isfahan. English Language Teaching, 4(4), 121–129. https://doi.org/10.5539/elt.v4n4p121.
Noori, M., & Mazdayasna, G. (2015). EAP programs in a nonnative context: A critical approach. International Journal of Language and Applied Linguistics, 1(3), 46–53. https://doi.org/10.5430/ijelt.v1n2p14.
Pennycook, A. (2012). Language and mobility: Unexpected places (Vol. 15). Multilingual Matters.
Rao, X. (2018). University English for academic purposes in China: A phenomenological interview study. Springer.
Reid, J. (2001). Advanced EAP writing and curriculum design: What do we. In T. Silva & P.K. Matsuda (Eds.), On second language writing (pp. 143-160). Lawrence Erlbaum.
Rezaee, A. A., & Kazempourian, S. (2017). A triangulated study of workplace English needs of electrical engineering students. Journal of Modern Research in English Language Studies, 4(4), 1-25.
Shahidipour, V., & Tahririan, M. H. (2017). Evaluation of newly developed EAP textbooks for the students of medicine published by SAMT. Journal of Modern Research in English Language Studies, 4(4), 47-65.
Sharndama, E. C., Samaila, Y., & Tsojon, Y. I. (2014). English for academic purpose: A tool for enhancing students’ proficiency in English language skills. International Journal of English Language Teaching, 1(2), 14–20.
Siu, P. (2019). Co-constructing hybrid genres in Critical EAP: Developing discipline-specific creativity, criticality and literacy in higher education [Paper presentation]. ELC Writing Roundtable, Hong Kong Polytechnic University.
Soodmand Afshar, H., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132–15.
Tabachnick, B.G. & Fidell, L.S. (2014). Using multivariate statistics (6th Ed.). Pearson.
Tajeddin, Z., & Khodaverdi, N. (2011). EFL teachers' efficacy beliefs: Impacts of gender, experience, and educational background. Iranian Journal of Applied Linguistics, 14(1), 159–182.
Wachob, P. (2009). Power in the EFL classroom: Critical pedagogy in the Middle East. Cambridge Scholars.
Waller, L., Wethers, K., & De Costa, P. I. (2017). A critical praxis: Narrowing the gap between identity, theory, and practice. TESOL Journal, 8(1), 4–27. https://doi.org/10.1002/tesj.256.
Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China. TESOL Quarterly, 46(3), 568–578. https://doi.org/10.1002/tesq.42. | ||
|
آمار تعداد مشاهده مقاله: 453 تعداد دریافت فایل اصل مقاله: 386 |
||