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Karimi, Ali, Farahani, Ali, Nejati, reza. (1404). Negotiated syllabus and EFL learners’ engagement, motivation, and autonomy: Exploring teachers and learners’ perceptions. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2025.50112.2478
Ali Reza Karimi; Ali Akbar Farahani; reza Nejati. "Negotiated syllabus and EFL learners’ engagement, motivation, and autonomy: Exploring teachers and learners’ perceptions". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1404, -. doi: 10.22111/ijals.2025.50112.2478
Karimi, Ali, Farahani, Ali, Nejati, reza. (1404). 'Negotiated syllabus and EFL learners’ engagement, motivation, and autonomy: Exploring teachers and learners’ perceptions', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2025.50112.2478
Karimi, Ali, Farahani, Ali, Nejati, reza. Negotiated syllabus and EFL learners’ engagement, motivation, and autonomy: Exploring teachers and learners’ perceptions. نشریه علمی دانشگاه سیستان و بلوچستان, 1404; (): -. doi: 10.22111/ijals.2025.50112.2478

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: 17


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