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AuthorEllili-Cherif, Maha
AuthorHadba, Hala Mohamed
Available date2021-01-27T11:06:54Z
Publication Date2017
Publication NameCurriculum Journal
ResourceScopus
ISSN9585176
URIhttp://dx.doi.org/10.1080/09585176.2016.1240885
URIhttp://hdl.handle.net/10576/17480
AbstractEducational institutions in the Arab Gulf are requiring rapid changes to enhance English language learning to keep up with globalization and economic growth. This urges the need for investigating policy changes such as effectiveness in curriculum orientations and their impact on the actual process of teaching in order to gauge how educational institutions are performing. This paper reports the findings of a survey study on curriculum enactment in the English Language Foundation Program of a higher education institution in the Arab Gulf region. Data collection methods included a survey and interview with teachers investigating their opinions about the curriculum, how much support it offers teachers to reach the objectives of the course, and whether/to what extent as well as the reasons why they feel they need to modify the curriculum at the implementation level. Results showed that most teachers exercised discretion in using the prescribed curriculum materials due to individual contextual factors. Results also indicated that either when implementing the prescribed or modified materials, most participants highlighted the importance of using reliable quality resource materials that can help teachers as well as students to enhance the learning process. Findings have implications for English as a second language curriculum design in Arab higher educational contexts. British Educational Research Association.
Languageen
PublisherRoutledge
SubjectCurriculum design
curriculum implementation
ESL
higher education
teacher attitude
TitleFidelity to and satisfaction with prescribed curriculum in an Arab educational context: ESL teachers' perspective
TypeArticle
Pagination367-388
Issue Number3
Volume Number28
dc.accessType Abstract Only


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