Negotiated Syllabus and EFL Learners’ Engagement, Motivation, and Autonomy: Exploring Teachers and Learners’ Perceptions
نویسندگان
1 English Language and Literature Department , Faculty of Foreign Language and Literature, University of Tehran
2 English Language and Literature Department , Faculty of Foreign Language and Literature, University of Tehran
3 Department of English, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran,Iran
doi
10.22111/ijals.2025.50112.2478چکیده
This study investigates the impact of negotiated syllabi on English as a Foreign Language (EFL) learners’ motivation, engagement, and autonomy through a mixed-methods approach. Participants included 120 EFL learners, divided into experimental and control groups. Quantitative data were collected via motivation, autonomy, and engagement scales administered pre- and post-intervention, while qualitative data were gathered through semi-structured interviews with a subset of learners from the experimental group. ANCOVA result indicated that learners in the negotiated syllabus group exhibited significantly higher levels of motivation, engagement, and autonomy compared to the control group. Thematic analysis of interview data revealed eight primary themes, including increased relevance of course content, collaborative learning, and enhanced responsibility. Participants reported feeling more invested in their learning due to active involvement in course design, which fostered a sense of ownership and agency. These findings have implications for EFL curriculum development, highlighting the potential benefits of integrating learner input into syllabus design to improve educational outcomes. Future research should further explore learner-centered approaches across diverse EFL contexts.
