Alignment of Iranian EAP Programs With Critical Principles: An Exploration of Educator Perspectives
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 program...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3536_5605f7d40a43fc6b367916ead7fbaf52.pdf |
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| Summary: | 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.
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| ISSN: | 2676-5357 |