چکیده

Materials development is a laborious undertaking. There are processes of analyzing needs, planning courses, developing frameworks, and choosing the course content and presenting it in an appropriate manner. Based on insights from critical needs analysis (Benesch, 1996), the present exploratory study examined 220 learners’ challenging priorities in Iranian English for Academic Purposes (EAP) setting. Specifically, the study delved into learners’ concerns, needs, ideologies, and their voices. Research instruments included a researcher-made critical needs analysis questionnaire and semi-structured interviews. The data were analyzed through conducting SPSS and content analysis. The study showed that, a) Iranian EAP students are in sharp need of effective teaching modules and materials, b) their voice is unheard, considering themselves as powerless and immobilized in processes of course design, c) ideologically, students prefer combined and globalized approaches to content selection than localized ones, d) and students’ needs demand sensitive attention, especially in terms of performance competencies. Moreover, it is found that EAP teachers should move their field towards professionalization through conducting action and classroom-oriented research. Implications of study are addressed in detail.

کليدواژه ها

EAP, Critical Needs Analysis, Local Universities, Voice, Ideology

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Fatemeh Mardian , 1398 , EAP Education in Iranian Local Universities: A Critical Needs Analysis Approach in Focus , اولين کنفرانس بين المللي مطالعات زبان انگليسي