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Negotiated syllabus and EFL learners’ engagement, motivation, and autonomy: Exploring teachers and learners’ perceptions | ||
Iranian Journal of Applied Language Studies | ||
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 25 فروردین 1404 | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22111/ijals.2025.50112.2478 | ||
نویسندگان | ||
Ali Reza Karimi* 1؛ Ali Akbar Farahani2؛ reza Nejati3 | ||
1Phd Candidate university of Tehran | ||
2Associate professor University of Tehran | ||
3R. Nejati, Department of English, Faculty of Humanities, Shahid Rajaee Techer Training University, Tehran< Iran | ||
چکیده | ||
This study investigates the impact of negotiated syllabi on English as a Foreign Language (EFL) learners’ motivation, engagement, and autonomy through a mixed-methods approach. Participants included 120 EFL learners, divided into experimental and control groups. Quantitative data were collected via motivation, autonomy, and engagement scales administered pre- and post-intervention, and qualitative data were gathered through semi-structured interviews with a subset of learners from the experimental group. ANCOVA results indicated that learners in the negotiated syllabus group exhibited significantly higher levels of motivation, engagement, and autonomy compared to the control group. Thematic analysis of interview data revealed eight primary themes, including increased relevance of course content, collaborative learning, and enhanced responsibility. Participants reported feeling more invested in their learning due to active involvement in course design, which fostered a sense of ownership and agency. These findings have implications for EFL curriculum development, highlighting the potential benefits of integrating learner input in syllabus design to improve educational outcomes. Future research should further explore learner-centered approaches across diverse EFL contexts. | ||
کلیدواژهها | ||
Negotiated syllabus؛ EFL learners؛ Motivation؛ Learner engagement؛ Autonomy | ||
آمار تعداد مشاهده مقاله: 11 |