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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Ghasem Tahimash, Atta, Khany, Reza, Shahi, Reza. (1404). An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.65590.2741
Atta Ghasem Tahimash; Reza Khany; Reza Shahi. "An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.65590.2741
Ghasem Tahimash, Atta, Khany, Reza, Shahi, Reza. (1404). 'An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.65590.2741
Ghasem Tahimash, Atta, Khany, Reza, Shahi, Reza. An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.65590.2741

An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 فروردین 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.65590.2741
نویسندگان
Atta Ghasem Tahimash1؛ Reza Khany* 2؛ Reza Shahi3
1English Language Teaching, Ilam Univesity,Ilam, Iran
2Ilam University, Ilam, Iran.
3Ilam
چکیده
The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.
کلیدواژه‌ها
Curriculum planning؛ Curriculum practice؛ ELT teachers؛ ELT policies
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تعداد مشاهده مقاله: 64


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