NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ864331
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 105
ISBN: N/A
ISSN: ISSN-1812-9129
Learner-Driven EFL Curriculum Development at the Classroom Level
Shawer, Saad; Gilmore, Deanna; Banks-Joseph, SusanRae
International Journal of Teaching and Learning in Higher Education, v20 n2 p125-143 2009
This qualitative study examines the learner-directed motives that cause English as a Foreign Language (EFL) teachers to approach curriculum differently, as curriculum-transmitters, curriculum-developers, or curriculum-makers. This study's conceptual framework was grounded in teacher curriculum development, curriculum implementation, curriculum-making, student cognitive and affective change, and social constructivism. The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents), and methodology (using idiographic methodology and instruments). The research design involved qualitative case studies (Yin, 1994) as the research strategy and general interviews, pre- and post-lesson interviews, group interviews, and participant observation. Grounded theory was the data analysis approach. Based on work with college students from various countries, the study concluded that learner-directed motives, particularly student schematic, affective, pragmatic, and subject-content needs had significantly driven EFL teachers to implement various curricula. Learner content styles were also found to have an impact on the ways teachers approach curriculum. The results indicated positive relationships between learner-directed motives and the teacher curriculum-developer and curriculum-maker's approaches. In contrast, negative relationships between learner-directed motives and the teacher curriculum-transmitter's approach were established. The study provides recommendations for curriculum development, teacher education and future research.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A