Curriculum Development

Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges. Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning. Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process. Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.

The current study attempted to investigate the effect of a newly tailored curriculum on students’ general English achievement across gender as compared to the standard curriculum at Iranian tertiary education. The participants were 120 non-native undergraduate students of Pre-requisite General English course majoring in different disciplines at Ayandegan Institute of Higher Education in Tonekabon city. They were assigned into four groups including female control and experimental as well as male control and experimental. The experimental groups received teaching through the tailored curriculum and the control groups through the standard one. All the groups were given pretest and posttest on general English achievement. In order to analyze the data, a Kolmogrove-Smirnov test and an Independent Samples T-test were utilized. The findings of the study indicated female participant’s outperformance compared to the male ones, after being treated with tailored curriculum (TC) and standard curriculum (SC). However, the male participants experienced higher degree of progress after receiving TC as compared to SC, while such progress was not seen for the female.

Purpose: This study aims to identify and analyze the conceptual framework of a task-based curriculum design. The focus is on understanding how this approach integrates active, student-centered learning with the practical application of knowledge, aligning curriculum content with global competencies and career readiness. Methodology: A qualitative research design was employed, utilizing content analysis of elementary school textbooks and semi-structured interviews with curriculum experts and educational theorists. Purposeful sampling was used to select 35 textbooks and relevant experts for the study. Data collection continued until theoretical saturation was achieved, and thematic analysis was conducted to identify key themes and patterns related to task-based curriculum components. Findings: The analysis revealed six main domains within the task-based curriculum framework: curriculum design and development, student-centered learning, active and authentic learning, differentiation and adaptation, social learning and collaboration, and assessment and evaluation. These domains emphasize the importance of aligning curriculum with global standards, fostering learner autonomy, integrating authentic tasks, accommodating diverse learning needs, promoting collaboration, and employing task-based assessment methods. The study highlights the critical role of technology integration and continuous curriculum adaptation in maintaining relevance and effectiveness. Conclusion: The task-based curriculum design offers a comprehensive approach that aligns with the demands of contemporary education. By prioritizing active, student-centered learning and the integration of real-world tasks, this approach enhances student engagement, prepares learners fo