teachers’ perspectives

Known as what educational contexts do not teach, null curriculum has been considered one of the most significant types of curricula due to its absence, being left out or overlooked. This non-existent curriculum brings an important theoretical tool to the field of curriculum development for the idea that something which is not offered to students has an educational significance and effect. To follow the purpose of the study which is teachers' perspectives on the null curriculum at the BA level, 300 university instructors were selected to participate in this study. To answer the research questions various statistical methods (one-way ANOVA, independent sample t-test, Confirmatory Factor Analysis and Scheffe’s test) have been utilized. Results of this quantitative study revealed that among the sub-constructs of the 21 st century, critical thinking, collaboration skills, creativity and innovation skills, self-direction skills, technological literacy, global and local connection skills, economic and financial literacy, business and entrepreneurial literacy and media literacy should be considered as aspects of the null curriculum in TEFL curriculum in BA level in Iran, and they should be added to the present curriculum; however, communication skills are not regarded as aspects of null. In addition, Iranian EFL university instructors’ ratings on different components of 21 st -century skills as one aspect of the null curriculum significantly differed. Finally, a model was proposed to describe the relationship between the ratings of the components of 21st-century skills as one aspect of the null curriculum by Iranian EFL university instructors. The findings of the present study can help to a better understanding of the ELT curriculum, aspects of the null curriculum, and 21 st -century skills in the Iranian context.

Internationalization and globalization have gained popularity during the past 20 years in a variety of educational settings. English-Medium Instruction (EMI) has been one of the primary strategies for addressing these developments. Iraqi secondary schools appear to be falling behind in the face of these worldwide trends. Secondary schools are using Arabic as their practically universal language of teaching. Still, only a few numbers of studies have investigated the possible use of EMI and instructors' perspectives regarding its usage. This study adopted a mixed-methods approach to examine the current state of EMI in the Iraqi setting, providing more insight into the rising application of EMI. To learn more about the attitudes of 150 teachers concerning EMI, pertinent questionnaires and semi-structured interviews were used to gather the required data. The quantitative results demonstrated that educators' opinions of EMI were overwhelmingly favorable. Most instructors supported both bilingual education and EMI, despite being aware of the detrimental effects of EMI on common official languages and the opposition to its implementation. The participants' views about and preferences for EMI were significantly influenced by their educational background, English ability, and their academic degree. The qualitative analysis's findings showed that although EMI classes provided participants with many benefits, they also faced significant difficulties, the primary reason of which was their poor English ability. The findings also indicated that most of participants blamed administrators for the difficulties in the EMI courses..