EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners

Abstract

Responding to the limited research on English for Academic Purposes (EAP) teachers, and especially in the context of ‘expanding circle’ countries, this study aimed to explore Iranian EAP teachers’ teaching competencies and professional development (PD) activities as well as their perceptions about the roles, responsibilities, and challenges in teaching EAP. Data were collected from 105 university EAP teachers through questionnaires and semi-structured interviews. The questionnaire findings in relation to teacher competencies identified self-reported strengths in the areas of reading and speaking skills development and aspects of pedagogy. Potential areas for further development were related to listening skills, certain areas of writing, providing feedback, and performing needs analyses. Content analysis of the interviews indicated nine major categories of roles and responsibilities involved in the delivery of EAP courses (teaching, PD, collaboration, testing, motivation, materials, needs analysis, research, and text analysis) and seven major challenges (students, materials, EAP teachers, administrative issues, curriculum and syllabus, testing, and content knowledge). Additionally, the teachers provided information about their pathway to EAP teaching and their viewpoints about the role of content knowledge, essential qualifications for EAP teaching, and content of EAP teacher education programs. Finally, implications for practice and suggestions for further research are presented.