An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners

Authors

  • Mohammad A. Assaf Emirates Schools Establishment
  • Mohammad I. Zabadi Gulf University for Science and Technology
  • Emad A. S. Abu-Ayyash The British University in Dubai

DOI:

https://doi.org/10.17507/jltr.1306.04

Keywords:

motivation, negotiated syllabus, syllabus, vocational learning

Abstract

The present mixed-methods study investigated the readiness of teachers and adult learners at a vocational centre in the United Arab Emirates to implement a negotiated English syllabus. The study addressed two main questions: 1) are teachers and learners at the Vocational Training Centre ready to implement a negotiated syllabus? And 2) does the negotiated syllabus implementation lead to improvement in learners’ motivation? Results showed the significant potential of a negotiated syllabus in enhancing learners’ motivation by making them part of the decision-makers’ circle regarding the components of an intended English syllabus. On the other hand, learners, teachers and management systems face challenges that must first be overcome to succeed in implementing negotiated syllabi. The findings of this study support the value of involving learners in classroom decisions, which is expected to make them feel responsible for their learning.

Author Biographies

Mohammad A. Assaf, Emirates Schools Establishment

English Department

Mohammad I. Zabadi, Gulf University for Science and Technology

English Foundation Unit

Emad A. S. Abu-Ayyash, The British University in Dubai

Faculty of Education

References

Abu-Ayyash, E.A.S. & Assaf, M. (2016). The impact of learning-style and task-based teaching of language on learners’ achievement. Journal of Education in Black Sea Region, 2(1), 29–54.

Ansary, H. & Babaii, E. (2002). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation. The Internet TESL Journal, 8(2), 1–9.

Ayish, N. & Deveci, T. (2019). Student perceptions of responsibility for their own learning and for supporting peers’ learning in a project-based learning environment. International Journal of Teaching and Learning in Higher Education, 31(2), 224–237.

Breen, M. P. (1987). Contemporary paradigms in syllabus design: Part II. Language Teaching, 20(3), 157–174.

Breen, M. P., & Littlejohn, A. (2000). Classroom decision making: Negotiation and process syllabi in practice. Cambridge: Cambridge University Press.

Clarke, D. F. (1991). The negotiated syllabus: What is it and how is it likely to work? Applied Linguistics, 12(1), 13–27.

Dalby, K. (2010). The teacher decides all. Not!. The English Connection, 14(4), 1–12.

Darkenwald, G. & Merriam, S. (1982). Adult education: Foundations of practice. New York: Harper & Row.

Elias, J. & Merriam, S. (2005). Philosophical foundations of adult education. Malabar: Krieger Publication.

Gay, L. R. (1996). Educational research: Competencies for analysis and application. New Jersey: Prentice Hall.

Hill, D., Hill, T. & Perlitz, L. (2011). Vocational training and assessment: A complete course for TAE 10 certificate IV in training and assessment. Sydney: McGraw-Hill.

Hobson, A. & Townsend. A. (2010). ‘Interviewing as educational research method(s)’. In D. Hartas (Ed.). Educational research and inquiry: Qualitative and quantitative approaches. London: Continuum International, Publishing Group, pp. 222–238.

Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice. London: Routledge.

Kaplan, D. M., & Renard, M. K. (2015). Negotiating your syllabus: Building a collaborative contract. Journal of Management Education, 39(3), 400-421.

Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York: Cambridge, The Adult Education Company.

Littlejohn, A. (2001). Motivation: Where does it come from? Where does it go? English Teaching Professional, 19(1), 5–9.

Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 20(2), 1–12.

Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–56.

Ma, Z., & Gao, P. (2010). Promoting learner autonomy through developing process syllabus negotiation: the basis of learner autonomy. Journal of Language Teaching and Research, 1(6), 901–908.

McCall, H. J. (2003). When successful alternative students “disengage” from regular school. Reclaiming Children & Youth, 12(2), 113-117.

Nation, I. S. P., & Macalister, J. (Eds.). (2011). Case studies in language curriculum design: Concepts and approaches in action around the world. New York: Routledge.

Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Pakdaman, A, Alibakhshi, G. & Baradaran, A. (2022). The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation. Teaching English Language, 16(1), 35–63.

Peyvandi, G., Azarnoosh, M. & Siyyari, M. (2019). The effect of negotiated syllabus on the reading comprehension of ESP students. Journal of Language and Translation, 9(4), 121–133.

Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Sieglova, D. (2019). From motivation to successful learning: Needs analysis for successful teaching. Language Learning in Higher Education, 9(2), 429–443.

Stephens. D. (Ed.). (2000). The Maslow Business Reader. New York: John Wiley & Sons.

Sullo, B. (2009). The Motivated Student: Unlocking the Enthusiasm for Learning. Alexandria: Association for Supervision & Curriculum Development.

Tuan, L.T. (2011). Negotiating tasks in EFL classrooms. Journal of Language Teaching and Research, 2(1), 13–25.

Tudor, I. (1996). Learner-Centeredness as Language Education. Cambridge: Cambridge University Press.

UNESCO. (2016). 3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-Being, Employment and the Labour Market, and Social, Civic and Community Life. Paris: UNESCO.

Wette. R. (2011). Product–process distinctions in ELT curriculum theory and practice. ELT Journal, 65(2), 136-144.

White, R.V. (1988). The ELT Curriculum, Design, Innovation and Management. Oxford: Basil Blackwell.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.

Downloads

Published

2022-11-01

Issue

Section

Articles