Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes
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 p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-01-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3004_c5fec268c61106824cbccc8cf2e73a71.pdf |
| _version_ | 1827283495059193856 |
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| author | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan |
| author_facet | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan |
| author_sort | Tahereh Movahhedi |
| collection | DOAJ |
| description | 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 semistructured 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 classrooms.
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. |
| first_indexed | 2024-04-24T09:37:25Z |
| format | Article |
| id | doaj.art-5341e965e0354a838539a23d2de78049 |
| institution | Directory Open Access Journal |
| issn | 2676-5357 |
| language | English |
| last_indexed | 2024-04-24T09:37:25Z |
| publishDate | 2024-01-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-5341e965e0354a838539a23d2de780492024-04-15T08:07:43ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572024-01-011117799https://doi.org/10.30479/jmrels.2023.18332.2193Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic PurposesTahereh Movahhedi0Seyyed Amir Hossein Sarkeshikian1Mohammad Golshan2Department of English, Maybod Branch, Islamic Azad University, Maybod, IranDepartment of English, Qom Branch, Islamic Azad University, QomDepartment of English, Maybod Branch, Islamic Azad University, Maybod, IranCritical 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 semistructured 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 classrooms. 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.https://jmrels.journals.ikiu.ac.ir/article_3004_c5fec268c61106824cbccc8cf2e73a71.pdfcritical english for academic purposesenglish for academic purposescritical pedagogy |
| spellingShingle | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes Journal of Modern Research in English Language Studies critical english for academic purposes english for academic purposes critical pedagogy |
| title | Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes |
| title_full | Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes |
| title_fullStr | Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes |
| title_full_unstemmed | Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes |
| title_short | Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes |
| title_sort | iranian eap teachers and students perceptions of critical english for academic purposes |
| topic | critical english for academic purposes english for academic purposes critical pedagogy |
| url | https://jmrels.journals.ikiu.ac.ir/article_3004_c5fec268c61106824cbccc8cf2e73a71.pdf |
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