ESP and EAP
Behruz Lotfi Gaskaree; Nasser Fallah; Mohsen Nili-Ahmadabadi
Abstract
This qualitative study explores the perspectives of Iranian EAP educators regarding the alignment of the country’s English for Academic Purposes (EAP) curriculum with principles of critical English for academic purposes (CEAP). It also examines the changes these educators propose for the programs ...
Read More
This qualitative study explores the perspectives of Iranian EAP educators regarding the alignment of the country’s English for Academic Purposes (EAP) curriculum with principles of critical English for academic purposes (CEAP). It also examines the changes these educators propose for the programs to better prepare the students for their professional goals. Semi-structured interviews and life history narratives were collected from eight university EAP instructors. Thematic analysis identified misalignments between Iranian EAP and the tenets of critical EAP including empowerment and holistic development. Iranian curriculum defined EAP goals around content learning and exams, neglecting broader development of critical thinking and problem-solving, and identity formation essential for professionalization. The EAP curriculum was incoherent, marked by inconsistent stakeholder goals, varied teaching methods, and insufficient involvement of instructors and learners in curriculum design. Additionally, the national EAP curriculum employed a dehumanized pedagogy, focusing on decontextualized grammar rules while neglecting to incorporate learners' backgrounds, knowledge, and strengths. Proposed changes include broadening objectives beyond content, enhancing curriculum coherence through collaboration, and humanizing instruction to nurture well-rounded professionals. The findings provide valuable insights to better align Iran’s EAP programs, teaching practices, and educational policies with the goals of critical EAP.
Tahereh Movahhedi; Amir Sarkeshikian; Mohammad Golshan
Abstract
Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university ...
Read More
Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university students' English reading comprehension, and (if yes) whether it is discipline-specific. This study also intended to explore how traditional EAP students’ preferences aligned with the CEAP principles. To this end, a sample of 100 Iranian university students of computer sciences and architecture with intermediate level of English proficiency was initially selected through convenience sampling. They were then randomly assigned to two control groups and two experimental groups, consisting of 25 participants each. Then, two piloted researcher-made reading tests were administered to all groups as a pre-test. The experimental computer sciences and architecture groups were taught using the CEAP pedagogy. Hence, the syllabus was negotiated based on the CEAP principles. The control computer sciences and architecture groups received the traditional EAP as their placebos. They were taught the curricular textbooks. After the treatment, all groups were asked to complete their posttests. Two-way ANOVA results indicated that the CEAP groups significantly outperformed the traditional EAP groups on the posttests. It was also found that the effect of the CEAP pedagogy was not discipline-specific. Additionally, the results of qualitative data analysis revealed a lack of preference for the traditional EAP programs among the interviewees in favor of the CEAP. Implications are offered for EAP teachers, students, and material developers.
Tahereh Movahhedi; Amir Sarkeshikian; Mohammad Golshan
Abstract
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 ...
Read More
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.
