EAP Teacher Cognition: A Qualitative Study of Iranian In-Service EAP Teachers' Cognitions

Abstract

Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of teachers' EAP cognitions for granted and few studies, if any, have sought to examine in-service teachers' tacitly-held cognitions on EAP. This study aimed to examine in-service teachers' cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the teachers' cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP teacher education and research.