Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh
Abstract
Hidden curriculum plays a special role in the educational process, which even implies the explicit objectives of the curriculum. In this regard, the present study aimed at investigating EFL teachers’ viewpoints on the unintended learning (hidden curriculum) at English language institutes. The sample ...
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Hidden curriculum plays a special role in the educational process, which even implies the explicit objectives of the curriculum. In this regard, the present study aimed at investigating EFL teachers’ viewpoints on the unintended learning (hidden curriculum) at English language institutes. The sample of the study included 164 EFL teachers who had taught at the intermediate and advanced levels at English language institutes in 19 cities of Iran, such as Tehran, Mashhad, Kerman, and Esfahan in 2017-2018 selected based on the simple random sampling method. A researcher-made questionnaire with 40 items was developed based on a five-point Likert scale with three main subconstructs: the social atmosphere, the organizational structure, and the interaction between teachers and learners. The reliability of the questionnaire was calculated using Cronbach’s alpha coefficient (0.87), the content validity of the questionnaire was determined by the experts in the field of curriculum studies, and the construct validity of the instrument was evaluated using the Rasch model. According to the findings of the research, from EFL teachers’ viewpoints the social atmosphere, the organizational structure of English language teaching institutes, and the interactions between teacher and learners in the classroom environment can significantly and largely result in unintended learning in learners. In addition, from EFL teachers’ perspective the greatest unintended learning for learners comes from the interactions between teacher and learners, the organizational structure of institutes, and the social atmosphere, respectively.
