Examining the current situation of four elements of the ESP curriculum of education disciplines and its distance to the desired situation in graduate students' view

Document Type : Research Paper

Authors

1 Ph.D. candidate in curriculum planning, Department of psychology and education, University of Isfahan, Isfahan, Iran

2 Professor in curriculum planning, Department of psychology and education, University of Isfahan, Isfahan, Iran

3 Associate Professor in psychology of special children, Department of psychology and education, University of Isfahan, Isfahan, Iran

4 Associate Professor in linguistics, Department of language, University of Isfahan, Isfahan, Iran

Abstract

The objective of this study was to examine the current situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines and its distance to the desired situation.  This descriptive survey was done in Iran and data were collected with a researcher made questionnaire.  The validity of the questionnaire was approved by five English language and education experts.  The statistical population included graduates of four University of Iran.  248 students were selected as a sample through Cohen table.  The data were analyzed through SPSS software using one sample t-test, paired t- test, multivariate F test and Friedman test. The results showed that the current situation of objectives, content, teaching strategies and assessment of education disciplines was not satisfied and there was a significant difference between the current situation and the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines. At the end, an appropriate strategy was suggested according to the terms of Iran to achieve the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum.

Keywords

References

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Journal of Curriculum Research
Volume 9, Issue 1 - Serial Number 17
September 2019
Pages 140-166

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History

  • Receive Date: 23 November 2015
  • Revise Date: 30 June 2018
  • Accept Date: 05 August 2018

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