Evaluation of Grammar-focused Courses in Iran’s B.A. TEFL Program: A Gap Analysis of Knowledge and Skills Needed and Delivered
Reza Rezvani
1
(
Yasouj University
)
Alihossein Kohpeima
2
(
Yasouj University
)
الکلمات المفتاحية: Fit-Gap Analysis, Grammar-focused Courses, Curriculum Evaluation, Underpreparation, Overpreparation,
ملخص المقالة :
This study highlights the essential need for curriculum evaluation in English language education, particularly in grammar-oriented courses. In the context of Iran's B.A. Teaching English as a Foreign Language (TEFL) program, this evaluation aims to examine the alignment between academic offerings and the theoretical knowledge and practical skills required for future employment. More specifically, this fit-gap study seeks to identify discrepancies between the content delivered and students' perceptions of what is essential for their professional preparedness. The study focuses on three specific courses: “Grammar and Writing (1),” “Grammar and Writing (2),” and “Advanced Grammar and Writing,” gathering insights from students who have successfully completed all these courses. A semantic differential scale was developed and administered to 120 senior students across three state universities. Subsequent inferential analysis utilizing t-tests assessed the levels of underpreparation and overpreparation in the grammar knowledge and skills addressed by these courses. Findings reveal that TEFL students generally considered themselves overprepared in “Grammar and Writing (1),” found a balance between their needs and the content delivered in “Grammar and Writing (2),” and deemed themselves underprepared in “Advanced Grammar and Writing.” These results underscore the necessity for a thorough evaluation and potential revision of grammar-focused courses to better meet students’ communicative needs, particularly regarding communicative grammar. The implications of this study are significant for curriculum design, ensuring alignment between educational programs and students’ practical language learning requirements. These findings are also relevant for policymakers in EFL education, curriculum developers, materials writers, and educators.
Akbari, M. (2013). Metaphors about EFL teachers’ roles: A case of Iranian non-english major students. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 100-112.
Altaieb, S. (2013). Teachers' Perception of the English language Curriculum in Libyan Public Schools: An investigation and assessment of implementation process of English curriculum in Libyan public high schools. Electronic Theses and Dissertations. 26. https://digitalcommons.du.edu/etd/26
Anani Sarab, M. R., Monfared, A., & Safarzadeh, M. M. (2016). Secondary EFL school teachers’ perceptions of CLT principles and practices: An exploratory survey. Iranian Journal of Language Teaching Research, 4(3), 109–130.
Assalahi, H. (2013). Why is the grammar-translation method still alive in the Arab world? Teachers’ beliefs and its implications for EFL teacher education. Theory and Practice in Language Studies, 3(4), 589-599. https://doi.org/10.4304/tpls.3.4.589-599
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389-411.
Authors, (2021).
Authors, (2022).
Authors, (2024).
Avanaki, H. J., & Sadeghi, B. (2013). English language teaching (ELT) in Iranian universities in brief. Theory and Practice in Language Studies, 3(12), 2296.
Bagheri, H. (1994). A profile for teaching and teaching English in pre-university schools of Sistan and Baluchestan: Problems and solutions. Unpublished MA Thesis, Shiraz University, Shiraz.
Borghi, S., Mainardes, E., & Silva, É. (2016). Expectations of higher education students: a comparison between the perception of student and teachers. Tertiary Education and Management, 22(2), 171-188.
Burke, J. (1976). English art, 1714-1800: Oxford University Press.
Chomsky, Noam (1965). Aspects of the Theory of Syntax. MIT Press.
Davis, R., Misra, S., & Van Auken, S. (2002). A gap analysis approach to marketing curriculum assessment: A study of skills and knowledge. Journal of Marketing Education, 24(3), 218-224.
Deming, W. E. (1986). Out of the crisis: Quality. Productivity and Competitive Position, Massachusetts, USA.
Deng, F., & Lin, Y. (2016). A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China. English Language Teaching, 9(8), 1-10.
Duffley, P. J. (2000). Gerund versus Infinitive as Complement of Transitive Verbs in English: The Problems of “Tense” and “Control”. Journal of English Linguistics, 28(3), 221-248. https://doi.org/10.1177/00754240022005018
Eastman, J, K., & Allen, R, C. (1999). Assessing a marketing program: One department’s journey. Marketing Education Review, 9(2), 7-13.
Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
Ekstam, Jane & Sarvandy, Elham. (2017). English Language Teaching in Iran: Tradition versus Modernity. Chinese Journal of Applied Linguistics. 40(1), 1-12. 10.1515/cjal-2017-0007.
Eslami, Z., Eslami-Rasekh, A., & Quiroz, B. (2007). Needs analysis of Iranian EAP students. ESP across Cultures, 4, 21-37.
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press.
Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. Reflections on English Language Teaching, 8(2), 131-139.
Hashemnezhad, H., & Maftoon, P. (2011). An evaluation of English language grammar for college students 1&2: An EAP coursebook evaluation. International Journal of English Linguistics, 1(2), 106.
Hosseini, S. M. H. (2007). ELT in higher education in Iran and India: A critical view. Language in India, 7, 1-11.
Iranmehr, A., & Davari, H. (2018). English Language Education in Iran: A Site of Struggle between Globalized and Localized Versions of English. Iranian Journal of Comparative Education, 1(2), 94-109. doi: 10.22034/ijce.2018.87725
Jama, I. (2022). Common errors of using gerundial and infinitival forms in EFL learners’ writing. International Education Studies, 15(6), 127. https://doi.org/10.5539/ies.v15n6p127
Judd, K. L., & Judd, K. L. (1998). Numerical methods in economics: MIT press.
Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16.
Khodamoradi, A. (2024). Investigating barriers to implementation of a CLT-based curriculum innovation in Iranian secondary education. System, 126, 103473. https://doi.org/10.1016/j.system.2024.103473
Kuo, Y. K., & Ye, K. D. (2009). The causal relationship between service quality, corporate image and adults' learning satisfaction and loyalty: A study of professional training programmes in a Taiwanese vocational institute. Total Quality Management, 20(7), 749-762.
Lambertz, G. J. (1998). Lambertz, G. J. (1998). An analysis of performance gap scores as measured by the Student Satisfaction Inventory: The relationship to retention (Doctoral thesis, Montana State University).
Mantovani, D., Gouvea, M., & Conejero, M. (2013). Quality gap analysis on education services. International Journal of Advances in Management and Economics, 2(5), 30-39.
Mazdayasna, G., & Tahririan, M. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic purposes, 7(4), 277-289.
McLeay F., Robson A., Yusoff M. (2017). New applications for importance-performance analysis (IPA) in higher education. Journal of Management Development, 36(6), 780–800.
Moradi, F. (1996). An Investigation into the problems of teaching and learning English in Tehran province. Unpublished Master’s Thesis). Shiraz University, Shiraz, Iran.
Nabilou, B., & Khorasani-Zavareh, D. (2014). The bridge between real and ideal: students perception on quality gap in reality and their educational expectations. Iranian Red Crescent Medical Journal, 16(9).
Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York Routledge.
Norouzinia, R., Mohammadi, R., & Sharifi, A. (2016). Gap analysis of educational services quality based on SERVQUAL model from Iranian Medical students’ viewpoint (2014). Educational Research in Medical Sciences Journal, 5(2), 87-96.
Noughabi, M.A. (2017). Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study. Journal of Education and Practice, 8, 217-228.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English Language Learners: Practical approaches for teachers. New York: Addison-Wesley, pp.268.
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1985). A conceptual model of service quality and its implications for future research. Journal of marketing, 49(4), 41-50.
Rea-Dickins. P. and K. Geimanie (1993). Evaluation Oxford: Oxford University Press.
Riazi, A. (2005). The four language stages in the history of Iran. Decolonisation, globalisation: Language-in-education policy and practice, 100-116.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Rossi, P., Lipsey, M., & Freeman, H. (2004). Assessing and monitoring program process. Evaluation: a systematic approach. Beverly Hills: Sage Publications, 169-201.
Sadeghi, K., & Richards, J. C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434.
Safari, P., & Rashidi, N. (2015). Teacher education beyond transmission: Challenges and opportunities for Iranian teachers of English. Issues in Educational Research, 25(2), 187.
Scriven, M. (1972). Pros and cons about goal-free evaluation. Evaluation Comment, 3 (4), 1–4.
Stake, R. E. (Ed.). (1975). Evaluating the arts in education: A responsive approach. Columbus, OH: Bobbs-Merrill.
Taheri, N., & Abbasian, G. (2016). Evaluation of Iranian TEFL M.A. program in terms of compatibility with common standards: Teachers’ perspective. ELT Voices, 6 (1), 31-51. Thams, M. I. (2005). Business needs and graduate business school offerings in marketing: A needs assessment and gap analysis. Capella University.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge University Press.
Tyler, R. W. (1950). Basic principles of curriculum and instruction: Syllabus for Education 305. University of Chicago Press.
Wall, J., Baker, H., & Sampson, J. (2004). Editorial comments for the special issue on the use of technology in assessment. Measurement and Evaluation in Counseling and Development, 37, 66–69.
Yadav, M. S,, Yadav, M. K. (2020). Role of the Transformational Generative Grammar and
other Language Learning Theories in English Language Teaching. Electronic Research
Journal of Social Sciences and Humanities 2 (I): 142-153.
Zanganeh, M. (1995). Analysis of problems of teaching and learning English in the high schools of the Kermanshah province. Unpublished MA Thesis, Shiraz University, Shiraz.
Zarrabi, F., & Brown, J. (2015). English Language Teaching and Learning Analysis in Iran. International Journal of Educational and Pedagogical Sciences, 9(10), 3485-3493.
