CLT

Dogme Language Teaching (Dogme ELT) is an innovative learner-centered methodology and a movement for teaching English (or any other L2) that primarily focuses on face-to-face interaction between teacher and learners and among the learners themselves (Thornbury, 2009) without using any preplanned and established instructional materials, syllabuses, or preset activities. Despite many claims by the proponents, research evidence for Dogme ELT is very limited; accordingly, this sequential explanatory mixed-method study sought to examine the effect of Dogme ELT on L2 speaking andwillingness to communicate (WTC)across different proficiency levels among Iranian EFL learners at a private language institute. Participants included 14 intermediate, 12 upper-intermediate, and 12 advanced level learners from both genders in three intact classes as the experimental groups. Three other intact classes comprising 13 intermediate, 13 upper-intermediate, and 11 advanced level learners, respectively were selected as control groups who received the mainstream communicative language teaching (CLT) for their L2 instruction. The treatments continued for two subsequent semesters including thirty 1.5-hour sessions. Quantitative data analysis using two-way ANCOVA revealed that Dogme ELT was more effective than CLT only for the advanced but not for the intermediate and upper-intermediate learners’ speaking and WTC. Qualitative data analysis revealed that most advanced and only some upper-intermediate learners had positive attitudes about Dogme ELT. The findings of the current investigation suggest that Dogme ELT should be used for advanced EFL levels and its application should be done with more caution.

A needs analysis (NA) study was carried out to determine how well course objectives and actual classroom activities aligned with the English language needs of learners enrolled in a communicative EFL course in Iran.  Brown’s (2016) NA framework was adapted with a focus on the democratic and discrepancy view of NA. A case study design utilizing triangulation of data collection was employed to collect and analyze both quantitative and qualitative data. A questionnaire, classroom observations, and post-observation interviews were among the methods used to collect information from 143 learners and 10 teachers. The questionnaires were quantitatively analyzed using frequency counts, percentages, and one-way repeated measures ANOVA analyses to identify learners'' language needs. The qualitative dimension of the study provided a complete picture of course objectives and classroom activities and tasks. The results of the questionnaire showed that the majority of learners agreed that all general English skills were fundamental to communicating in English and ranked speaking skill, followed by writing, as the most needed skills. Also, a review of course objectives indicated that the learning objectives of the English course aligned with learners’ English language needs.  However, according to classroom observations and post-observation interviews, classroom goals were not focused on attaining communicative tasks and activity objectives. In fact, teachers’ teaching objectives did not meet the learners'' communicative needs and were limited to teaching four skills at comprehension, grammatical, and lexical levels. Misalignment between assessment tasks and course objectives was reported as one of the contributing factors.