A Pathological Study on English Course Curriculums: High School Instructors’ and Students’ Insights Scrutinized

Subject Areas : Education

m. بهروزی ¹ (عضو باشگاه پژوهشگران جوان و نخبگان واحد بوشهر، دانشگاه آزاد اسلامی، واحد بوشهر، بوشهر، ایران.)
a. آموزگار ² (دانشجوی دکترا رشته تکنولوژی اموزشی دانشگاه پوترا مالزی)
y. علیپور ³ (دانشگاه آزاد اسلامی، واحد بوشهر، بوشهر، ایران)

Received: 2014-11-17 Accepted : 2014-11-17 Published : 2014-08-23

Keywords: high school, pathology, English language curriculum,

Abstract :

The present study aimed to investigate the pathology of English course curriculum in high schools of Bushehr, Iran, employing a descriptive survey method. The population of the study included the language instructors and students respectively teaching and educating at state high schools in Bushehr in the academic year 2010-2011. The sample of the study included 343 female students who were randomly selected on the basis of their grades from among 3187 students along with the 27 instructors. Data were accumulated through questionnaires developed by the researchers. t-tests indicated that educational factors (including using improper teaching methods, lack of required educational materials, illogical English curriculum evaluations, and failing to have practical views on English learning) along with curricular factors (including lack of cultural background, inabilities to utilize the most recent teaching methods, using improper texts and contents, and insufficient educational hours) were of the most critical faults in the studied curriculum. Therefore, it is tempting to suggest that these eight factors, as the most critical faults in English education system, should be taken into account to improve the English education in Iranian schools.