Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study

Abstract

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

“…Further, it investigated the practices and cognitive approaches among six ELT teachers and six academic subject teachers during the delivery of EAP courses and class activities. Consistent with Atai and Fatahi-Majd (2014), Soleimani and Alibabaee (2018) found that there were substantial inconsistencies and considerable discrepancies in teachers' practices. Those results highlight the need to incorporate new ideas and reflection on the consistency of EAP teaching practices and cognitions.…”

“…A recent study by Soleimani and Alibabaee (2018) acknowledged the extension of the discussion by Atai and Fatahi-Majd (2014). Further, it investigated the practices and cognitive approaches among six ELT teachers and six academic subject teachers during the delivery of EAP courses and class activities.…”