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...
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| 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 |
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| Summary: | 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. |
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| ISSN: | 2676-5357 |