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An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners
Date
2022-11
Journal Title
Journal ISSN
Volume Title
Publisher
2022 ACADEMY PUBLICATION
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.
Description
Keywords
United Nations Educational Scientific & Cultural Organization
Australia
United Arab Emirates
Teaching
Motivation
Classrooms
Adult students
Training
Adult learning
Negotiation
Decision making
Empowerment
Design
Teachers
English teachers
Adult education
Skills
Vocational education
English as a second language
Curriculum development
Adult learner
Syllabus
Teacher
Citation
Assaf, M.A., Zabadi, M.I. and Abu-Ayyash, E.A.S. (no date) “An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners,” Journal of Language Teaching and Research, 13(6), pp. 1166–1176.