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

Bizhan Hekmatshoar Tabari; Ramin Rahimy

doi:10.5294/laclil.2021.14.1.5

Autores/as

Bizhan Hekmatshoar Tabari Autor/a Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran https://orcid.org/0000-0003-1393-6417
Ramin Rahimy Autor/a Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran https://orcid.org/0000-0002-0859-7812

DOI:

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

Palabras clave:

Inglés para fines generales, análisis de necesidades, curso prerrequisito de inglés general, desarrollo curricular, adaptación curricular, evaluación curricular

Resumen

El presente estudio se realizó en dos etapas. La primera es la etapa preliminar que tiene como objetivo adaptar el currículo estándar a partir del análisis de necesidades de los aprendices. La segunda es la etapa principal, que busca evaluar el plan de estudios adaptado en función de las opiniones de los profesores. Los participantes de la etapa preliminar del estudio (adaptación del plan de estudios) fueron 346 estudiantes universitarios no nativos, hombres y mujeres, que tomaron el mismo curso prerrequisito de inglés general durante su primer semestre en la universidad. Eran estudiantes de diferentes carreras, incluyendo Contabilidad, Arquitectura, Ingeniería Civil, Ingeniería Eléctrica e Ingeniería Mecánica. Los participantes de la etapa principal (evaluación del plan de estudios personalizado por parte de los profesores) fueron 10 profesores no nativos, hombres (7) y mujeres (3), que impartieron el curso Prerrequisito de Inglés General a través del plan de estudios a personalizado. Los hallazgos del estudio apoyaron la hipótesis de que los profesores tienen una actitud positiva hacia el uso del plan de estudios adaptado al enseñar el curso prerrequisito de inglés general. Parece ser que la implementación de este programa personalizado, que se basa en el análisis de las necesidades del alumno, puede mejorar la eficacia del curso de inglés para fines generales (EGP), comparado con el curso estándar.

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Biografía del autor/a

Bizhan Hekmatshoar Tabari, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

PhD Candidate in TEFL at the Islamic Azad University, Tonekabon Branch, Iran. He is also a member of Faculty at Ayandegan Institute of Higher Education, Tonekabon, Iran. He has been teaching at Iranian universities and institutes of higher education for about 14 years. He received his B.A. in 2005 in English Language and Literature from Ershad Institute of Higher Education, Damavand, Iran. He got his M.A in TEFL in 2008 from Mazandaran University of Babolsar, Babolsar, Iran. He published several articles. He is interested in teacher cognition and curriculum development.

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

Assistant professor in TEFL. He is the faculty member of the Islamic Azad University, Tonekabon Branch, Iran where he has been teaching English courses for over 20 years. He has ever published papers on different fields of second language acquisition and applied linguistics in the academic journals. He is interested in psycholinguistic aspects of L2 acquisition, translation studies, and sociolinguistics and is focusing on EFL vocabulary learning. He has also reviewed various articles for SAGE journals, Pablons and other known journals.

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