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

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 p...

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Autores principales:	Bizhan Hekmatshoar Tabari, Ramin Rahimy
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad de La Sabana 2021
Materias:	English for General Purposes EGP needs analysis NA pre-requisite general English course curriculum development Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d8449701911042d38d54628c6612a289
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spelling	oai:doaj.org-article:d8449701911042d38d54628c6612a2892021-11-29T02:19:14ZTailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views10.5294/laclil.2021.14.1.52011-67212322-9721https://doaj.org/article/d8449701911042d38d54628c6612a2892021-11-01T00:00:00Zhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/14409https://doaj.org/toc/2011-6721https://doaj.org/toc/2322-9721 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. Bizhan Hekmatshoar TabariRamin RahimyUniversidad de La SabanaarticleEnglish for General PurposesEGPneeds analysisNApre-requisite general English coursecurriculum developmentEducationLSpecial aspects of educationLC8-6691ENESLatin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	English for General Purposes EGP needs analysis NA pre-requisite general English course curriculum development Education L Special aspects of education LC8-6691
spellingShingle	English for General Purposes EGP needs analysis NA pre-requisite general English course curriculum development Education L Special aspects of education LC8-6691 Bizhan Hekmatshoar Tabari Ramin Rahimy Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
description	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.
format	article
author	Bizhan Hekmatshoar Tabari Ramin Rahimy
author_facet	Bizhan Hekmatshoar Tabari Ramin Rahimy
author_sort	Bizhan Hekmatshoar Tabari
title	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
title_short	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
title_full	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
title_fullStr	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
title_full_unstemmed	Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views
title_sort	tailored vs. standard curriculum and general english achievement: a study of teachers’ views
publisher	Universidad de La Sabana
publishDate	2021
url	https://doaj.org/article/d8449701911042d38d54628c6612a289
work_keys_str_mv	AT bizhanhekmatshoartabari tailoredvsstandardcurriculumandgeneralenglishachievementastudyofteachersviews AT raminrahimy tailoredvsstandardcurriculumandgeneralenglishachievementastudyofteachersviews
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Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

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