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EFL Curriculum Implementation: An Exploratory Study into Teachers and
Students’ Perceptions
Chantarath Hongboontri and William Egerton Darling
Abstract:
This qualitative study attempts to document how university English as a
foreign language (EFL) teachers implemented their curriculum and how
students perceived such implementation. To do so, the researchers went
into one Thailand university, interviewed four EFL teachers and thirteen
students undertaking the English foundation course, observed EFL
classrooms, and collected written documents and artifacts (e.g., curricula
and teaching materials). Gathered data were then coded, categorized, and
compared and contrasted. The analyses revealed the differences in the
teacher participants’ implementation of their curriculum and the
student participants’ mixed perceptions toward their
teachers’ implementation of the curriculum. To some extent, one
lone teacher made some adaptation to the imposed curriculum on account of
his students’ needs and interests. In contrast, the other three
teachers restrictively followed the prescribed official curriculum and
closely adhered to the scope and sequence of their assigned textbook. The
student participants were satisfied with the teacher whose decision
concerning curriculum implementation was largely grounded upon
interaction/contact between the teacher and his students. However, the
students complained against the teachers whose instruction was doctrinally
adhered to the imposed curriculum.
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