View in EDS

Developing a Multi-Dimensional Conceptual Model Concerning the Challenges of the Current ELT Curriculum in Iran

Saved in:
Bibliographic Details
Title: Developing a Multi-Dimensional Conceptual Model Concerning the Challenges of the Current ELT Curriculum in Iran
Authors: Mohadeseh Sedghi, Ali Fazilatfar, Ali akbar Gabbari, Mohammad javad Rezai
Source: Applied Research on English Language, Vol 14, Iss 3, Pp 181-206 (2025)
Publisher Information: University of Isfahan, 2025.
Publication Year: 2025
Collection: LCC:Special aspects of education
LCC:English language
Subject Terms: challenge, conceptual model, curriculum, educational stakeholders, perception, Special aspects of education, LC8-6691, English language, PE1-3729
Description: In spite of the longitudinal attempts of the educational authorities, English has failed to have a proper position in the ELT educational system in Iran, resulting in the weak performance of Iranian EFL learners. As a result, this study was carried out to integrate sociocultural theory, multimodality theory, multiple intelligence theory, and social identity theory to develop a comprehensive conceptual model for understanding and overcoming ELT curriculum challenges. A transformative sequential mixed research design was adopted to explore the challenges, perceptions, and provision of the model. First of all, a total of 49 articles were selected from well-established journals to map the related challenges. The review and comparison processes were conducted based on Tricco et al.’s (2018) PRISMA_SCR model (thematic analysis). The extracted categories of challenges were explored in relation to the principles of the four mentioned theories, and nine categories were selected to align with the principles of the mentioned theories. Then, 403 participants from three categories of stakeholders (pre-service teachers, in-service teachers, and scholars) were chosen, and their perceptions were assessed through the administration of a researcher-developed Likert-scale questionnaire. Moreover, some interview questions were drawn up to guide the qualitative phase, and an observation checklist was developed to assist in monitoring ELT classroom practices (to confirm the extracted challenges and assure the validity of the questionnaire). The results, obtained through SPSS and SEM statistical platforms, revealed that all three groups of participants considered authenticity, lack of communicative skill, deficiency in teacher training programs, and malfunctioning assessment methods as the most important challenges. This study has highlighted the effect of the application of the principles of sociocultural and social identity theories in developing an optimal learning environment that is socially and culturally responsive. Moreover, the principles of multimodality theory have emphasized the positive effect of the application of different instructional resources in promoting engagement and development among EFL learners. On the other hand, the principles of multiple intelligence theory call for differentiated instruction and assessment to address various cognitive and emotional capacities of learners. By integrating sociocultural, social identity, multiple intelligence, and multimodality theories, this study has provided a holistic framework for reforming the most significant ELT curriculum challenges.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2252-0198
2322-5343
Relation: https://are.ui.ac.ir/article_29700_f99ecc1e085540f74833c8aeb565b041.pdf; https://doaj.org/toc/2252-0198; https://doaj.org/toc/2322-5343
DOI: 10.22108/are.2025.145352.2520
Access URL: https://doaj.org/article/544fdf2c8b2e4873b1276355b61ff50f
Accession Number: edsdoj.544fdf2c8b2e4873b1276355b61ff50f
Database: Directory of Open Access Journals
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://doaj.org/article/544fdf2c8b2e4873b1276355b61ff50f
    Name: EDS - DOAJ (s4221598)
    Category: fullText
    Text: View record in DOAJ
  – Url: https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=EBSCO&SrcAuth=EBSCO&DestApp=WOS&ServiceName=TransferToWoS&DestLinkType=GeneralSearchSummary&Func=Links&author=Sedghi%20M
    Name: ISI
    Category: fullText
    Text: Nájsť tento článok vo Web of Science
    Icon: https://imagesrvr.epnet.com/ls/20docs.gif
    MouseOverText: Nájsť tento článok vo Web of Science
Header DbId: edsdoj
DbLabel: Directory of Open Access Journals
An: edsdoj.544fdf2c8b2e4873b1276355b61ff50f
RelevancyScore: 1064
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 1064.30676269531
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Developing a Multi-Dimensional Conceptual Model Concerning the Challenges of the Current ELT Curriculum in Iran
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mohadeseh+Sedghi%22">Mohadeseh Sedghi</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Fazilatfar%22">Ali Fazilatfar</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+akbar+Gabbari%22">Ali akbar Gabbari</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammad+javad+Rezai%22">Mohammad javad Rezai</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: Applied Research on English Language, Vol 14, Iss 3, Pp 181-206 (2025)
– Name: Publisher
  Label: Publisher Information
  Group: PubInfo
  Data: University of Isfahan, 2025.
– Name: DatePubCY
  Label: Publication Year
  Group: Date
  Data: 2025
– Name: Subset
  Label: Collection
  Group: HoldingsInfo
  Data: LCC:Special aspects of education<br />LCC:English language
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22challenge%22">challenge</searchLink><br /><searchLink fieldCode="DE" term="%22conceptual+model%22">conceptual model</searchLink><br /><searchLink fieldCode="DE" term="%22curriculum%22">curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22educational+stakeholders%22">educational stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22perception%22">perception</searchLink><br /><searchLink fieldCode="DE" term="%22Special+aspects+of+education%22">Special aspects of education</searchLink><br /><searchLink fieldCode="DE" term="%22LC8-6691%22">LC8-6691</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22PE1-3729%22">PE1-3729</searchLink>
– Name: Abstract
  Label: Description
  Group: Ab
  Data: In spite of the longitudinal attempts of the educational authorities, English has failed to have a proper position in the ELT educational system in Iran, resulting in the weak performance of Iranian EFL learners. As a result, this study was carried out to integrate sociocultural theory, multimodality theory, multiple intelligence theory, and social identity theory to develop a comprehensive conceptual model for understanding and overcoming ELT curriculum challenges. A transformative sequential mixed research design was adopted to explore the challenges, perceptions, and provision of the model. First of all, a total of 49 articles were selected from well-established journals to map the related challenges. The review and comparison processes were conducted based on Tricco et al.’s (2018) PRISMA_SCR model (thematic analysis). The extracted categories of challenges were explored in relation to the principles of the four mentioned theories, and nine categories were selected to align with the principles of the mentioned theories. Then, 403 participants from three categories of stakeholders (pre-service teachers, in-service teachers, and scholars) were chosen, and their perceptions were assessed through the administration of a researcher-developed Likert-scale questionnaire. Moreover, some interview questions were drawn up to guide the qualitative phase, and an observation checklist was developed to assist in monitoring ELT classroom practices (to confirm the extracted challenges and assure the validity of the questionnaire). The results, obtained through SPSS and SEM statistical platforms, revealed that all three groups of participants considered authenticity, lack of communicative skill, deficiency in teacher training programs, and malfunctioning assessment methods as the most important challenges. This study has highlighted the effect of the application of the principles of sociocultural and social identity theories in developing an optimal learning environment that is socially and culturally responsive. Moreover, the principles of multimodality theory have emphasized the positive effect of the application of different instructional resources in promoting engagement and development among EFL learners. On the other hand, the principles of multiple intelligence theory call for differentiated instruction and assessment to address various cognitive and emotional capacities of learners. By integrating sociocultural, social identity, multiple intelligence, and multimodality theories, this study has provided a holistic framework for reforming the most significant ELT curriculum challenges.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: article
– Name: Format
  Label: File Description
  Group: SrcInfo
  Data: electronic resource
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2252-0198<br />2322-5343
– Name: NoteTitleSource
  Label: Relation
  Group: SrcInfo
  Data: https://are.ui.ac.ir/article_29700_f99ecc1e085540f74833c8aeb565b041.pdf; https://doaj.org/toc/2252-0198; https://doaj.org/toc/2322-5343
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.22108/are.2025.145352.2520
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://doaj.org/article/544fdf2c8b2e4873b1276355b61ff50f" linkWindow="_blank">https://doaj.org/article/544fdf2c8b2e4873b1276355b61ff50f</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: edsdoj.544fdf2c8b2e4873b1276355b61ff50f
PLink https://erproxy.cvtisr.sk/sfx/access?url=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsdoj&AN=edsdoj.544fdf2c8b2e4873b1276355b61ff50f
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.22108/are.2025.145352.2520
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 181
    Subjects:
      – SubjectFull: challenge
        Type: general
      – SubjectFull: conceptual model
        Type: general
      – SubjectFull: curriculum
        Type: general
      – SubjectFull: educational stakeholders
        Type: general
      – SubjectFull: perception
        Type: general
      – SubjectFull: Special aspects of education
        Type: general
      – SubjectFull: LC8-6691
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: PE1-3729
        Type: general
    Titles:
      – TitleFull: Developing a Multi-Dimensional Conceptual Model Concerning the Challenges of the Current ELT Curriculum in Iran
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mohadeseh Sedghi
      – PersonEntity:
          Name:
            NameFull: Ali Fazilatfar
      – PersonEntity:
          Name:
            NameFull: Ali akbar Gabbari
      – PersonEntity:
          Name:
            NameFull: Mohammad javad Rezai
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 22520198
            – Type: issn-print
              Value: 23225343
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Applied Research on English Language
              Type: main
ResultId 1