Capturing student voice on TEFL syllabus design: Agenticity of pedagogical dialogue negotiation by Reza Ahmadi, Morteza Hasani

“…Students were treated as marginalized agents with no determining role in syllabus designing, while the instructors’ voice acted as the sole leading factor. This study suggests that it is possible to envisage a situation wherein “student voice” is projected into syllabus development. …”
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