Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach of English for Acadmic Purposes (EAP) in Iran

TLDR

EAP is crucial in academic English contexts, yet programs often lack systematic needs analysis from both students and instructors. This study aims to describe students’ and instructors’ perceptions of problematic areas in EAP programs. Survey data from 693 students across disciplines and 37 instructors assessed perceived importance of problematic areas in EAP programs. Findings reveal discrepancies between learners’ perceptions across academic fields and between learners and instructors. The study highlights implications for curriculum design and instructional delivery of college‑level EAP courses.

Abstract

EAP plays a highly important role in countries where English is used mainly for academic purposes. However, EAP programs have been developed without conducting a systematic needs analysis from both the students’ and instructors’ perspective. The purpose of this study is to describe the perception that EAP students and instructors have of the problematic areas in EAP programs. A total of 693 EAP students majoring in different academic fields and 37 instructors participated in this study. Survey information included respondents’ perception the importance of problematic areas in EAP programs. The results show discrepancy between the perceptions of EAP learners in different academic fields and between learners and instructors. The study has implications for curriculum design and instructional delivery of EAP courses for college level students.Keywords: English as a foreign language, English for academic purposes, Teachers’ voice, Students’ voice, Needs analysis, EAP methodology