Challenges of the Current ELT Curriculum in Iran: The Role of Multimodality, Multiple Intelligence, Social Identity, and Sociocultural Theories

Document Type : Research Article

Authors

ali mohammad fazilatfar

mohadeseh sedghi

ali akbar jabbari

mohammad javad rezai

language and literature department, english language and literature faculty, yazd university, yazd, iran

https://doi.org/10.22067/lts.2025.92712.1339

Abstract

Although English plays a significant role in the international context, it has failed to occupy a proper position in the Iranian instructional framework, leading to students' weak performance. Therefore, this study attempted to explore the literature on the challenges of the current ELT curriculum in the educational system of Iran. Moreover, the challenges were analyzed in connection with the principles of Multimodality, Multiple Intelligence, Social Identity, and Sociocultural Theories. The review and comparison process were based on PRISMA_SCR. Then, a total of 49 articles were selected from well-established journals to map the related challenges and shortcomings. The results revealed that the challenges can be divided into eleven categories ranging from economic and political issues to ideological and cultural ideas. Nine challenges could be explained in relation to the mentioned frameworks. Therefore, it could be concluded that the inclusion of these theories in the process of curriculum development may help eliminating those challenges.

Keywords

Challenge

ELT Curriculum

Multimodality

Multiple Intelligence

Social Identity

Sociocultural

Subjects

• Language Education

---

References

Abbasian, R., & Biria, R. (2017). English language textbooks in EFL education: Do improve students’ national, international and target culture familiarity? Khazar Journal of Humanities and Social Sciences, 20(2), 49-65. http://dx.doi.org/10.5782/2223-2621.2017.20.2.49

Abbasian, G. R., & Khadempir, F. (2018). Implementation and assessment challenges in Iranian secondary high school EFL program. The Journal of English Language Pedagogy and Practice, 11(23), 1-20. http://dx.doi.org/10.30495/jal.2019.664537

Abdullahi-Guilani, M., Mohd Yasin, M. S., & Hua, T. K. (2011). Authenticity of Iranian English textbooks for schools. English Language and Literature Studies, 1 (2), 25-30.

Afyuddin, M. S., Rafidania, R., & Fajriyanur, I. (2023). Arabic learning based on multiple intelligence at Markaz Arabiyah. Thariqah Ilmiah: Jurnal Ilmu-Ilmu Kependidikan & Bahasa Arab, 11(1), 128-141. http://dx.doi.org/10.24952/thariqahilmiah.v11i1.7614

Aghagolzadeh, F., & Davari, H. (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (Language Policy 13, pp. 47-65). Springer International Publishing AG. http://dx.doi.org/10.1007/978-3-319-46778-8_4

Ahmadi, A., & Derakhshan, A. (2014). The strengths and weaknesses of the Iranian junior high school English textbook "Prospect 1" from teachers' perceptions. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7(4), 47-58. http://dx.doi.org/10.30479/jmrels.2020.13156.1624

Ahmadi Safa, M., & Karampour, F. (2020). A checklist-based evaluative study of English textbook "Prospect 3" from teachers’ and students’ perspectives. Iranian Journal of Applied Language Studies, 12(1), 1-34. https://doi.org/10.22111/IJALS.2020.5647

Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524

Aliakbari, M. (2002). The place of culture in Iranian ELT textbooks at high school level. Paper presented at 9th Pan-Pacific Association of Applied Linguistics Conference. Namseoul University, Korea.

Al-Issa, A. S. (2013). The implications of expanding the instruction time for the English language teaching policy implementation in the Sultanate of Oman: A qualitative study. Critical Inquiry in Language Studies, 10(4), 311-333. http://dx.doi.org/10.1080/15427587.2013.846246

Alsubaie, A. M. (2020). The effectiveness of multiple intelligence-based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. Revista Amazonia Investiga, 9(26), 158–166. http://dx.doi.org/10.34069/AI/2020.26.02.17

Atai, M. R., Babaii, E., & Mazlum, F. (2012). Mainstream ELT curriculum implementation in Iran: A micro analysis perspective. TELL, 6(2), 1-23. http://dx.doi.org/10.22132/tel.[phone]

Atai, M. R., & Mazlum, F. (2012). English language teaching curriculum in Iran: Planning and practice. Curriculum Journal. https://doi.org/10.1080 /09585176.2012.744327

Azizifar, A., Koosha, M., & Lotfi, A. R. (2010). Telling ELT tales out of school: An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia Social and Behavioral Sciences, 3, 36–44. https://doi.org/10.1016/j.sbspro.2010.07.010

Bagherabadi, M. G., & Mazdayasna, G. (2021). A critical micro evaluation of the English language program reforms in state schools: A language-in-education policy and planning study. Iranian Journal of Applied Linguistics, 24(1), 103-140. https://doi.org/10.1515/eujal-2016-0016

Bagheri Nevisi, R., & Moghadasi, A. (2020). Content analysis of Iranian high school English textbooks in terms of politeness markers, speech acts, and language functions. Issues in Language Teaching (ILT), 9(2), 155-184. https://doi.org/10.22054/ilt.2020.54493.529

Barabadi, E., & Razmjoo, S. A. (2016). The emergence of various contradictions in Iranian high school English education under the new CLT-based curriculum. Journal of Teaching Language Skills, 35(3), 41-64. https://doi.org/10.22099/jtls.2016.22888  

Bonacina-Pugh, F., Da Costa Cabral, I., & Huang, J. (2021). A state-of-the-art review of translanguaging in education. Language Teaching, 54(4), 439-471. https://doi.org/10.1017/S0261444821000173

Catarci, M. (2014). Intercultural education in the European context: key remarks from a comparative study. Intercultural Education, 25(2), 95-104. https://doi.org/10.1080/14675986.2014.886820

CEFR. (2013). Introductory guide to the common European framework of reference (CEFR) for English language teachers. Cambridge University Press.

Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 12-20). British Council.

Davari, H., & Iranmehr, A. (2021). Culture as an unsolved problem in ELT program in post-revolutionary Iran: A comparative survey of the attitudes of teachers at schools and language institutes. Iranian Journal of Comparative Education, 4(1), 986-1009. https://doi.org/10.22034/IJCE.2021.249634.1218

EF. (2019). Education First, EF English Proficiency Index. https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf.

Ekstam, J., & Sarvandy, E. (2017). English language teaching in Iran: Tradition versus modernity. Chinese Journal of Applied Linguistics, 40(1), 51-66. https://doi.org/10.1515/cjal-2017-0007

Farhady, H., Hezaveh, F. S., & Hedayati, H. (2010). Reflections on foreign language education in Iran. The Electronic Journal for English as a Second Language, 13(4). https://www.tesl-ej.org/wordpress/issues/volume13/ej52/ej52a1

Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course. Routledge.

Ghaemi, Z., & Pishghadam, R. (2018). A comparative content analysis of Persian junior high and high school textbooks and EFL writing textbooks. Language and Translation Studies, 50(4), 25–54. https://doi.org/10.22067/lts.v50i4.25091

Ghane Shirazi, M., & Zamanian, M. (2015). Evaluation of English textbooks in high school and pre-university based on table of content and course objectives. ELT Voices- International Journal for Teachers of English, 5(3), 12-18.

Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of culture representation in Vision English textbook series for Iranian secondary public education. Journal of English Language Teaching and Learning, 12(26), 145-173. https://doi.org/10.22034/ELT.2020.11471

Gholami, J. (2015). Is there room for pragmatic knowledge in English books in Iranian high schools? English Language Teaching, 8(4), 39-51. https://doi.org/10.5539/elt.v8n4p39

Gholami Pasand, P., & Ghasemi, A. A. (2018). An intercultural analysis of English language textbooks in Iran: The case of English Prospect series. Apples – Journal of Applied Language Studies, 12(1), 55-70. https://doi.org/10.17011/apples/urn.201804172107

Guo, X. (2023). Multimodality in language education: Implications of a multimodal affective perspective in foreign language teaching. Frontiers in Psychology, 14, 1-10. https://doi.org/10.3389/fpsyg.2023.1283625

Hamid, M. O., & Erling, E. (2016). English-in-education policy and planning in Bangladesh: A critical examination. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 25-48). Springer. https://doi.org/10.1007/978-3-319-22464-0_2    

Hanewald, R. (2016). The impact of English on educational policies and practices in Malaysia. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 181-198). New York, NY: Springer. https://doi.org/10.1007/978-3-319-22464-0_8 

Hayati, A. M., & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34(1), 24–42. https://doi.org/10.1075/lplp.34.1.02hay  

Heidari, H., Rezazadeh, S. M., & Puryahya, S. F. (2015). Challenges of implementing ELT in an EFL context. Cumhuriyet University Faculty of Science Science Journal (CSJ), 36(3), Special Issue.

Ilmi, K. A., & Dewi, D. N. (2022). The integration of multimodality in EFL classes: Students’ perception. Jo-ELT (Journal of English Language Teaching), 9(2), 150-159. http://dx.doi.org/10.33394/jo-elt.v9i2.6343

Javadi, Y., & Tahmasbi, M. (2020). Application of Sociocultural Identity Theory to education in EFL textbooks development. Theory and Practice in Language Studies, 10(5), 536. http://dx.doi.org/10.17507/tpls.1005.07

Karimi, F., Fakhri Alamdari, E., & Ahmadian, M. (2021). Giving voice to the voiceless: Probing current issues for student teachers in EFL teacher education program in Iran. Journal of Language and Education, 7(2), 140-154. https://doi.org/10.17323/jle.2021.11113

Kiyani, R. (2016). Students’ academic background and high school national achievement examinations (HNAEs) as an alternative for the conventional university entrance examinations (UEEs): Evaluation of whys, whats, and hows of the change. Language and Translation Studies, 48(4), 1–26. https://doi.org/10.22067/lts.v48i4.53115

Kiany, G., Allami, H., & Hosseini, M. (2024). Stakeholders’ attitudes toward outsourcing English education in Iranian schools. Applied Research on English Language, 13(3), 41-64. https://doi.org/10.22108/are.2024.141172.2270

Kiany, G. R., Mirhosseini, S.-A., & Navidinia, H. (2011). Foreign language education policies in Iran: Pivotal macro considerations. Journal of English Language Teaching and Learning, 53(222), 49-71.

Kirkgoz, Y. (2009). Globalization and English language policy in Turkey.
Educational Policy, 23(5), 663-684. https://doi.org/10.1177/0895904808316319

Lewis, D., & Lewis, T. Y. (2020). A multimodal approach to higher order literacy development of low-level EFL university students in Japan. Innovation in Language Learning and Teaching, 15(2), 1-20. https://doi.org/10.1080/23750331.2020.1785209

Maghsoudi, M., & Khodamoradi, A. (2023). An evaluation of the English language textbooks for Iranian junior high schools based on the objectives of Fundamental Reform Document of Education (FRDE). The International Journal of Humanities, 30(2), 98-122. https://doi.org/10.22034/3.3.50

McKenna, S. (2013). The dangers of student-centered learning: A caution about blind spots in the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 7(2). https://doi.org/10.20429/ijsotl.2013.070206

Mirhosseini, S. A., & Miryouness Haghi, M. (2023). Official policies of English language education in Iran: ‘policy as discourse’ in national documents. Asian Englishes. Advance online publication. https://doi.org/10.1080/134886 78.2023.2251738

Mirhosseini, S. A., Tajik, L., & Bahrampour Pasha, A. (2021). Policies of English language teacher recruitment in Iran and a glimpse of their implementation. Pedagogy Culture and Society, 31(1), 1–19. https://doi.org/10.1080/14681366.2021.1881994

Moharami, M., & Daneshfar, S. (2022). The political climate of English language education in Iran: A review of policy responses to cultural hegemony. Issues in Educational Research, 32(1), 248-265. https://doi.org/10.17641/ijer.2022.32.1.248-265

Morady Moghaddam, M., & Moezzipour, F. (2017). Issues with language policy and planning in Iranian higher education. Journal of English Language Teaching and Learning, 20, 187-221.

Mori, L. (2022). How social-emotional learning improves the Japanese English education system. Global Journal of Foreign Language Teaching, 12(4), 267-276. https://doi.org/10.18844/gjflt.v12i4.6956

Moser, A., & Kletzenbauer, P. (2019). Thinking outside the box: The impact of globalization on English language teachers in Austria. In A. Kostoulas (Ed.), Challenging boundaries in language education (pp. 165-181). Springer.

Noughabi, M. A. (2017). Current pedagogical challenges in Iranian EFL teachers' views: A qualitative study. Journal of Education and Practice, 8(9), 217-230. https://doi.org/10.18844/JEP.v8i9.37072

Payne, M., & Almansour, M. (2014). Foreign language planning in Saudi Arabia:Beyond English. Current Issues in Language Planning, 15(3), 327-342. https://doi.org/10.1080/14664208.2014.915461

Pishghadam, R., & Zabihi, R. (2012). Crossing the threshold of Iranian TEFL. Applied Research in English, 1(1), 57–71. https://doi.org/10.22108/are.2012.15446

Rahimi, M., & Hassani, M. (2012). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia - Social and Behavioral Science, 31, 66-72. https://doi.org/10.1016/j.sbspro.2011.12.018

Rasti, A. (2018). Iranian EFL teachers’ sense-making of policy reforms: The case of the new communicative-based curriculum. Journal of Teaching Language Skills, 37(2), 169-193. https://doi.org/10.22099/jtls.2019.30819.2580

Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14-30.

Saffarheidari, H., & Hossainnjad, R. (2014). The perspectives of educational justice: A study about the position of educational justice in the Document of Iran Education System Transformation. Foundations of Education, 4(1), 49-72. https://doi.org/10.22067/fe.v4i1.23696

Saidi, M. (2021). A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3. Journal of English Language Teaching and Learning, University of Tabriz, 13(27), 333-358. https://doi.org/10.22034/elt.2021.42935.2313

Seargeant, P., & Erling, E. J. (2011). The discourse of ‘English as a language for international development’: Policy assumptions and practical challenges. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language (pp. 255-274). British Council.

Shahzada, G., Ghazi, S. R., & Ali Khan, U. (2012). Causes of rising failure of the students in the subject of English at secondary level. Mediterranean Journal of Social Sciences, 3(1), 605-611. https://doi.org/10.5901/mjss.2012.03.01.603

Snowball, J., & McKenna, S. (2017). Student-generated content: An approach to harnessing the power of diversity in higher education. Teaching in Higher Education, 22(5), 1.15. https://doi.org/10.1080/13562517.2016.1273205

Tafazoli, D., & Egan, K. (2022). Antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum, 37, 63-88. https://doi.org/10.30827/portalin.vi37.21243 

Tajeddin, Z., & Chamani, F. (2020). Foreign Language Education Policy (FLEP) in Iran: Unpacking state mandates in major national policy documents. Journal of Teaching Language Skills (JTLS), 39(3.1), 185-215. https://doi.org/10.22099/jtls.2021.38870.2904

Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S. et al. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med., 169(7), 467–473. https://doi.org/10.7326/M18-0850

Vogl, U. (2017). Standard language ideology and multilingualism: Results from a survey among European students. European Journal of Applied Linguistics, 6(2), 1-26. https://doi.org/10.1515/eujal-2016-0016

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Wolbergs, J., & Kasper, B. (2023). Multimodality in epistemological foreign language research: Two case studies in the field of German as a foreign and second language. Anglica Wratislaviensia, 61(1), 107-125. https://doi.org/10.19195/0301-7966.61.1.6

Xu, X., Su, Y., Xu, L., & Yunfeng, Z. (2023). Improving EFL teaching in Chinese universities: Perceptions of teachers with overseas experience. Arab World English Journal, 14(2), 48-64. https://doi.org/10.24093/awej/vol14no2.4

Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18, 70-87.