Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

Authors

DOI:

https://doi.org/10.5294/laclil.2021.14.1.5

Keywords:

English for General Purposes, EGP, needs analysis, NA, pre-requisite general English course, curriculum development, curriculum tailoring, curriculum evaluation

Abstract

This study was conducted in two phases. The first one is the preliminary phase aimed at tailoring the standard curriculum based on learners’ needs analysis. The second one is the main phase, intended to evaluate the tailored curriculum based on teachers’ views. The participants in the preliminary phase of the study (tailoring the curriculum) were 346 non-native male and female undergraduate students who received the same Pre-Requisite General English course at their first semester in university. They were studying different majors, including Accounting, Architecture, Civil Engineering, Electrical Engineering, and Mechanical Engineering. The participants in the main phase (evaluation of the tailored curriculum by teachers) were 10 non-native male (7) and female (3) teachers who taught the Pre-Requisite General English course through the tailored curriculum. The findings of the study supported the hypothesis that the teachers have a positive attitude toward using the tailored curriculum in teaching the Pre-Requisite General English course. It seems that the implementation of this tailored program, which is based on learner-needs-analysis, can enhance the effectiveness of the English for General Purposes (EGP) course, compared to the standard one.

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Author Biographies

Bizhan Hekmatshoar Tabari, Islamic Azad University of Tonekabon

PhD Candidate

Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Ramin Rahimy, Islamic Azad University of Tonekabon

Assistant professor

Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

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Published

2021-11-22

How to Cite

Hekmatshoar Tabari, B., & Rahimy, R. (2021). Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views. Latin American Journal of Content &Amp; Language Integrated Learning, 14(1), 123–149. https://doi.org/10.5294/laclil.2021.14.1.5

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