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

Autor/inn/en	Hekmatshoar Tabari, Bizhan; Rahimy, Ramin
Titel	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers' Views
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 14 (2021) 1, S.123-149 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hekmatshoar Tabari, Bizhan) ORCID (Rahimy, Ramin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Second Language Instruction; Second Language Learning; English (Second Language); Curriculum Development; Undergraduate Students; Language Teachers; Teacher Attitudes; Majors (Students); Accounting; Architectural Education; Engineering Education; Curriculum Evaluation; Prerequisites; Program Effectiveness; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language teacher; Sprachunterricht; Lehrerverhalten; Abrechnung; Buchführung; Buchhaltung; Ingenieurausbildung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Voraussetzung; Ausland
Abstract	This study was conducted in two phases. The first one is the preliminary phase aimed at tailoring the standard curriculum based on learners' needs analysis. The second one is the main phase, intended to evaluate the tailored curriculum based on teachers' views. The participants in the preliminary phase of the study (tailoring the curriculum) were 346 non-native male and female undergraduate students who received the same Pre-Requisite General English course at their first semester in university. They were studying different majors, including Accounting, Architecture, Civil Engineering, Electrical Engineering, and Mechanical Engineering. The participants in the main phase (evaluation of the tailored curriculum by teachers) were 10 non-native male (7) and female (3) teachers who taught the Pre-Requisite General English course through the tailored curriculum. The findings of the study supported the hypothesis that the teachers have a positive attitude toward using the tailored curriculum in teaching the Pre-Requisite General English course. It seems that the implementation of this tailored program, which is based on learner-needs-analysis, can enhance the effectiveness of the English for General Purposes (EGP) course, compared to the standard one. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01