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Shahi, Reza, Khany, Reza, Shoja, Leila. (1402). ELT Curriculum and Policy: A Systematic Review of the Recent Research Literature. جلوه هنر, 7(2), 83-117. doi: 10.22051/lghor.2022.37998.1573
Reza Shahi; Reza Khany; Leila Shoja. "ELT Curriculum and Policy: A Systematic Review of the Recent Research Literature". جلوه هنر, 7, 2, 1402, 83-117. doi: 10.22051/lghor.2022.37998.1573
Shahi, Reza, Khany, Reza, Shoja, Leila. (1402). 'ELT Curriculum and Policy: A Systematic Review of the Recent Research Literature', جلوه هنر, 7(2), pp. 83-117. doi: 10.22051/lghor.2022.37998.1573
Shahi, Reza, Khany, Reza, Shoja, Leila. ELT Curriculum and Policy: A Systematic Review of the Recent Research Literature. جلوه هنر, 1402; 7(2): 83-117. doi: 10.22051/lghor.2022.37998.1573

ELT Curriculum and Policy: A Systematic Review of the Recent Research Literature

Journal of Language Horizons
مقاله 4، دوره 7، شماره 2 - شماره پیاپی 16، آذر 2023، صفحه 83-117    اصل مقاله (451 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37998.1573
نویسندگان
Reza Shahi1؛ Reza Khany* 2؛ Leila Shoja3
1PhD Candidate, Ilam University, Ilam , Iran
2Associate Professor, Ilam University, Iran.
3Assistant professor, Ilam University, Ilam, Iran
چکیده
This study was conducted to systematically review the English Language Teaching (ELT) curriculum and policy studies. A systematic literature review was utilized to describe the features, trends, and patterns of ELT curriculum and policy studies through the Preferred Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Seventy-three empirical articles published between 2010 and 2020 were analyzed based on geographical region, research methodology, participants, and research focus. Results revealed that most of the reviewed studies (58.90%, n=43) were conducted between 2016 and 2020, whereas about 41.1 % (n=30) of the reviewed studies were carried out between 2010 and 2015. Moreover, about 68.49% of the reviewed studies employed a qualitative research design, followed by a mixed-method (about 24.65%), whereas only about 6.86% used a quantitative research methodology. Results showed that most of the studies targeted ELT policy and curriculum in Asia (54.79%), followed by Europe (20.55%), America (13.70%), and Africa (6.84 %). Furthermore, 4.10 % of the studies examined ELT curriculum and policy globally. Thirty-four ELT policy and curriculum studies focused on teachers, three articles focused on learners, and only two papers targeted other participants. Findings showed that it would be difficult to discern a strong pattern in the ELT curriculum and policy studies since they targeted various issues. The majority of the reports were small-scale qualitative studies conducted in Asian countries; therefore, to address the issue of generalizability in ELT, more extensive quantitative studies in different geographical areas are needed.
کلیدواژه‌ها
ELT policy؛ curriculum planning/practice؛ language policy؛ curriculum policy؛ systematic review
عنوان مقاله [English]
برنامه درسی و سیاست های آموزشی زبان انگلیسی : یک مطالعه ی مروری سیستماتیک بر مطالعات اخیر
نویسندگان [English]
رضا شاهی1؛ رضا خانی2؛ لیلا شجاع3
1دانشجوی دکتری، دانشگاه ایلام، ایلام، ایران.
2دانشیار، دانشگاه ایلام، ایران
3استادیار، دانشگاه ایلام، ایلام، ایران
چکیده [English]
این مطالعه با هدف بررسی سیستماتیک مطالعات برنامه درسی آموزش زبان انگلیسی (ELT) انجام شد. مرور نظام مند ادبیات برای توصیف ویژگی‌ها، گرایش‌ها و الگوهای مطالعات پژوهشی برنامه درسی و خط‌ مشی‌های آن از طریق دستورالعمل‌های پریزما؛ موارد ترجیحی در مقالات مروری نظام مند و فراتحلیل استفاده شد. هفتاد و سه مقاله تجربی منتشر شده بین سال‌های 2010 و 2020 بر اساس منطقه جغرافیایی ، شرکت ‌کنندگان،  انواع روش‌های تحقیق و اهداف مطالعات مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که اکثر مطالعات بررسی شده (90/58 % ) بین سال‌های 2016 تا 2020 انجام شده‌اند، در حالی که حدود 1/41 درصد از مطالعات بررسی شده بین سال‌های 2010 تا 2015 انجام شده‌اند . همچنین 68.49 درصد از مطالعات بررسی شده از طرح تحقیق کیفی و حدود 24.65 درصد از روش ترکیبی استفاده کرده اند. در حالی که تنها حدود 6.86 درصد از روش کمی استفاده کرده اند. نتایج نشان داد که بیشتر مطالعات برنامه درسی زبان انگلیسی در آسیا (54.79%)، پس از آن اروپا (20.55%)، آمریکا (13.70 %) و آفریقا (%6.84) انجام شده اند.علاوه بر این، 4.10 درصد از مطالعات برنامه درسی آموزش زبان انگلیسی را در سطح جهانی مورد بررسی قرار داده اند. یافته ها نشان داد که تشخیص یک الگوی قوی در برنامه درسی آموزش زبان دشوار خواهد بود زیرا آنها موضوعات مختلفی را بررسی کرده اند. اکثر  مطالعات به صورت کیفی و در مقیاس کوچک انجام شده اند. بنابراین برای پرداختن به موضوع تعمیم‌ پذیری در آموزش زبان انگلیسی، نیاز به مطالعات گسترده‌تری به‌ ویژه مطالعات کمی در مناطق مختلف جغرافیایی است.
کلیدواژه‌ها [English]
سیاست های آموزش زبان, برنامه ریزی برنامه های آموزشی, سیاست های زبانی,   سیاست های برنامه ی آموزشی, مطالعه ی مروری نظام مند
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