evaluating the ’study skills’ course in ba tefl program: a curriculum analysis

Any educational system requires change to keep abreast of the latest national and international developments. curriculum evaluation is one way to take this into action. this study aimed to critically examine the principles, students’ needs, coursebooks, teaching methodologies, testing and assessment procedures, and ecological features of the study skills course based on the national curriculum developed by the iranian ministry of science, research and technology (msrt). the participants of this study consisted of four university teachers and 128 ba students majoring in tefl. the data collection instruments of this descriptive research were three questionnaires, an interview, and document analysis. the results revealed the teachers’ positive perception about the quality and sequence of skills/strategies covered and unfavorable teaching sequence. also, while teachers and students agreed on factors like students’ interests in study skills and their access to resources, teachers varied regarding the availability of the equipment and having supplementary materials. the teachers also criticized the coursebook for the appropriate use of texts and visuals, lack of audiovisual materials, interesting tasks, and attractive layout. students had dissatisfaction regarding lack of enough instructions on the use of technology, how to transform short-term to long term memory, and introducing old and impractical methods of study. the findings of this study can have significant implications for policymakers, curriculum developers, syllabus designers, higher education administrators, and teachers to consider the constraints and drawbacks of the study skills courses and benefit from the practical suggestions proposed.