English Language Teaching Policy in Iran and Singapore: A Qualitative Meta-Analysis
Publish place: Applied Research on English Language، Vol: 11، Issue: 3
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_AREUIT-11-3_003
تاریخ نمایه سازی: 21 مرداد 1401
Abstract:
This study intends to conduct a systematic qualitative meta-analysis that focuses on research studies into English Language Teaching (ELT) policy in Iran and Singapore. To identify and compare the main features of the studies and also to provide a contemporary picture of the field in Iran and Singapore, ۱۳ articles published between ۲۰۱۰ and ۲۰۲۱ were included in this review. The analysis revealed that Singapore has employed a top-down language policy and utilized a holistic curriculum which has led to an English knowing society. The policies are well articulated and few mismatches were reported in the policies. In addition, the policies are positively perceived by stakeholders, leading to effective implementation of the policies. However, the findings showed that the Iranian top-down policy negatively framed ELT. Moreover, the policies are not well articulated and there are some inconsistencies between the policies and some mismatches between policy and practice. In addition, the analysis revealed that Iranian stakeholders negatively perceived the policies. They believed that the policies have marginalized the role of teachers and their professional judgment. Finally, research gaps for future research studies in ELT policy were highlighted and recommendations were offered.
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Authors
Reza Shahi
PhD Candidate of English Language Teaching, Department of English, Faculty of Literature and Humanities, Ilam University, Ilam, Iran
Reza Khany
Assistant Professor of English Language Teaching, Department of English, Faculty of Literature and Humanities, Ilam University, Ilam, Iran
Leila Shoja
Assistant Professor of English Language Teaching, Department of English, Faculty of Literature and Humanities, Ilam University, Ilam, Iran
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