A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition

Khalid Mohamed Ahmed

doi:doi:10.11648/j.allc.20220704.11

| Peer-Reviewed

A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition

Khalid Mohamed Ahmed

Published in Arabic Language, Literature & Culture (Volume 7, Issue 4)

Received: 7 August 2022 Accepted: 31 August 2022 Published: 14 February 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Education is the only component that plays a tangible role in the occurrence of countries and nations renaissance and development. The curriculum represents the main core of educational courses at schools and universities. The design of the curriculum can be nurtured through students’ points of view because they will study it. The objective of the current paper is to provide a contextual analysis of one of the Macmillan Education Curriculums “Move Ahead” which is taught to grade 7 British Department students in one of the United Arab Emirates Schools. The researcher utilized a designed google-form questionnaire to collect data. The study was conducted in Abu Dhabi on ESL school students following Cambridge University Curriculum. The findings showed that most students are interested in the topics offered by the curriculum; however, students depend on their teachers and other resources to compensate for the weaknesses in some skills which require modification and update in the curriculum. Students’ perspectives and notions about the material they are using in their learning can be suggested in designing curriculums for further academic enhancement. The results reflected how students’ participation in criticizing can lead editors to take into consideration that learners’ ages, attitudes, cultures, and perspectives are influential and create comfort during self-created curriculums.

Published in	Arabic Language, Literature & Culture (Volume 7, Issue 4)
DOI	10.11648/j.allc.20220704.11
Page(s)	16-27
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Education, Teaching, Learning Processes, Student Achievement, School Achievement, Curriculum Quality, Analysis, Theories

References

[1]	Ralph Tyler (1957): The curriculum is all of the student’s learning, which is planned by and directed by the school to attain its educational goals.
[2]	Becker, G. (1994). Human capital: A theoretical and empirical analysis, with reference to education. 3rd Edition. New York. Colombia University Press for National Bureau of Economic Research.
[3]	Melissa Williams, 2019: Why is a curriculum important?
[4]	Natasha Ridge, 2017 “Curriculum Development in the United Arab Emirates”.
[5]	Horgan, C. (2011). A typology of transformation: Reviewing the transformative learning literature. Stud. Educ. Adults 48, 65–82. doi: 10.1080/02660830.2016.1155849.
[6]	Bestor (1956): The curriculum must consist essentially of disciplined study in five great areas. https://www.homeofbob.com/pedagogy/plan/curDev/defList.htm
[7]	Demirel, Ö. (1999). Kuramdan uygulamayaeğitimde programgeliştirme. (3.Baskı), Ankara: Pegem A. Yayıncılık.
[8]	Beauchamp, G. A. (1982). Curriculum theory: Meaning, development, and use. Theory into Practice, 21 (1), 23-27.
[9]	Mizikacı, F. (2017). Complex codes of education programs: ideology, knowledge, pedagogy discourse and evaluation.
[10]	Carl, A. (2009). Teacher empowerment through curriculum development theory into practice. Juta&Company Ltd.
[11]	Eisner, E. (1985). Educational imagination. (2nd ed). NY: Macmillian.
[12]	Vallance, E. (1974). Conflicting conceptions of curriculum. Berkeley, CA: McCutchan.
[13]	Schiro, a M. S. (2012). Curriculum theory: conflicting visions and enduring concerns. USA: Sage Publications.
[14]	Hurson, C. The impact of curriculum developed in line with authentic learning on the teacher candidates’ success, attitude, and self-directed learning skills. Asia Pacific Educ. Rev. 17, 73–86 (2016). https://doi.org/10.1007/s12564-015-9409-2
[15]	Williams, C, 2011: Why is a curriculum important?
[16]	Allen, M. (2017). The sage encyclopedia of communication research methods (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411.
[17]	Abawi. (2017). Data collection methods (questionnaire and interview). Training Course in Sexual and Reproductive Health Research; 2017 Nov 28; Geneva.
[18]	Holmes, T. H., & Rahe, R. H. (1967). The social readjustment rating scale. Journal of psychosomatic research, 11 (2), 213-218.
[19]	Ary, D., Jacobs, L. C. and Razavieh, A. (1996) Introduction to Research in Education. Harcourt Brace College Publishers, Fort Worth.
[20]	Maxwell J. Qualitative research design: An interpretive approach. Thousand Oaks, CA: Sage; 1996. [Google Scholar].
[21]	Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781506326139.
[22]	Creswell, J. W (2003) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE.

Cite This Article

Plain Text BibTeX RIS

APA Style

Khalid Mohamed Ahmed. (2023). A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arabic Language, Literature & Culture, 7(4), 16-27. https://doi.org/10.11648/j.allc.20220704.11

Copy | Download

ACS Style

Khalid Mohamed Ahmed. A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arab. Lang. Lit. Cult. 2023, 7(4), 16-27. doi: 10.11648/j.allc.20220704.11

Copy | Download

AMA Style

Khalid Mohamed Ahmed. A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arab Lang Lit Cult. 2023;7(4):16-27. doi: 10.11648/j.allc.20220704.11

Copy | Download

@article{10.11648/j.allc.20220704.11,
  author = {Khalid Mohamed Ahmed},
  title = {A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition},
  journal = {Arabic Language, Literature & Culture},
  volume = {7},
  number = {4},
  pages = {16-27},
  doi = {10.11648/j.allc.20220704.11},
  url = {https://doi.org/10.11648/j.allc.20220704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.allc.20220704.11},
  abstract = {Education is the only component that plays a tangible role in the occurrence of countries and nations renaissance and development. The curriculum represents the main core of educational courses at schools and universities. The design of the curriculum can be nurtured through students’ points of view because they will study it. The objective of the current paper is to provide a contextual analysis of one of the Macmillan Education Curriculums “Move Ahead” which is taught to grade 7 British Department students in one of the United Arab Emirates Schools. The researcher utilized a designed google-form questionnaire to collect data. The study was conducted in Abu Dhabi on ESL school students following Cambridge University Curriculum. The findings showed that most students are interested in the topics offered by the curriculum; however, students depend on their teachers and other resources to compensate for the weaknesses in some skills which require modification and update in the curriculum. Students’ perspectives and notions about the material they are using in their learning can be suggested in designing curriculums for further academic enhancement. The results reflected how students’ participation in criticizing can lead editors to take into consideration that learners’ ages, attitudes, cultures, and perspectives are influential and create comfort during self-created curriculums.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition
AU  - Khalid Mohamed Ahmed
Y1  - 2023/02/14
PY  - 2023
N1  - https://doi.org/10.11648/j.allc.20220704.11
DO  - 10.11648/j.allc.20220704.11
T2  - Arabic Language, Literature & Culture
JF  - Arabic Language, Literature & Culture
JO  - Arabic Language, Literature & Culture
SP  - 16
EP  - 27
PB  - Science Publishing Group
SN  - 2639-9695
UR  - https://doi.org/10.11648/j.allc.20220704.11
AB  - Education is the only component that plays a tangible role in the occurrence of countries and nations renaissance and development. The curriculum represents the main core of educational courses at schools and universities. The design of the curriculum can be nurtured through students’ points of view because they will study it. The objective of the current paper is to provide a contextual analysis of one of the Macmillan Education Curriculums “Move Ahead” which is taught to grade 7 British Department students in one of the United Arab Emirates Schools. The researcher utilized a designed google-form questionnaire to collect data. The study was conducted in Abu Dhabi on ESL school students following Cambridge University Curriculum. The findings showed that most students are interested in the topics offered by the curriculum; however, students depend on their teachers and other resources to compensate for the weaknesses in some skills which require modification and update in the curriculum. Students’ perspectives and notions about the material they are using in their learning can be suggested in designing curriculums for further academic enhancement. The results reflected how students’ participation in criticizing can lead editors to take into consideration that learners’ ages, attitudes, cultures, and perspectives are influential and create comfort during self-created curriculums.
VL  - 7
IS  - 4
ER  -

Copy | Download

Author Information

Khalid Mohamed Ahmed

Faculty of Education, The British University in Dubai, Dubai, United Arab Emirates

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Khalid Mohamed Ahmed. (2023). A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arabic Language, Literature & Culture, 7(4), 16-27. https://doi.org/10.11648/j.allc.20220704.11

Copy | Download

ACS Style

Khalid Mohamed Ahmed. A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arab. Lang. Lit. Cult. 2023, 7(4), 16-27. doi: 10.11648/j.allc.20220704.11

Copy | Download

AMA Style

Khalid Mohamed Ahmed. A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition. Arab Lang Lit Cult. 2023;7(4):16-27. doi: 10.11648/j.allc.20220704.11

Copy | Download

@article{10.11648/j.allc.20220704.11,
  author = {Khalid Mohamed Ahmed},
  title = {A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition},
  journal = {Arabic Language, Literature & Culture},
  volume = {7},
  number = {4},
  pages = {16-27},
  doi = {10.11648/j.allc.20220704.11},
  url = {https://doi.org/10.11648/j.allc.20220704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.allc.20220704.11},
  abstract = {Education is the only component that plays a tangible role in the occurrence of countries and nations renaissance and development. The curriculum represents the main core of educational courses at schools and universities. The design of the curriculum can be nurtured through students’ points of view because they will study it. The objective of the current paper is to provide a contextual analysis of one of the Macmillan Education Curriculums “Move Ahead” which is taught to grade 7 British Department students in one of the United Arab Emirates Schools. The researcher utilized a designed google-form questionnaire to collect data. The study was conducted in Abu Dhabi on ESL school students following Cambridge University Curriculum. The findings showed that most students are interested in the topics offered by the curriculum; however, students depend on their teachers and other resources to compensate for the weaknesses in some skills which require modification and update in the curriculum. Students’ perspectives and notions about the material they are using in their learning can be suggested in designing curriculums for further academic enhancement. The results reflected how students’ participation in criticizing can lead editors to take into consideration that learners’ ages, attitudes, cultures, and perspectives are influential and create comfort during self-created curriculums.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Contextual Analysis of the “Move Ahead” Curriculum Impact on ESL Student's Learning and Acquisition
AU  - Khalid Mohamed Ahmed
Y1  - 2023/02/14
PY  - 2023
N1  - https://doi.org/10.11648/j.allc.20220704.11
DO  - 10.11648/j.allc.20220704.11
T2  - Arabic Language, Literature & Culture
JF  - Arabic Language, Literature & Culture
JO  - Arabic Language, Literature & Culture
SP  - 16
EP  - 27
PB  - Science Publishing Group
SN  - 2639-9695
UR  - https://doi.org/10.11648/j.allc.20220704.11
AB  - Education is the only component that plays a tangible role in the occurrence of countries and nations renaissance and development. The curriculum represents the main core of educational courses at schools and universities. The design of the curriculum can be nurtured through students’ points of view because they will study it. The objective of the current paper is to provide a contextual analysis of one of the Macmillan Education Curriculums “Move Ahead” which is taught to grade 7 British Department students in one of the United Arab Emirates Schools. The researcher utilized a designed google-form questionnaire to collect data. The study was conducted in Abu Dhabi on ESL school students following Cambridge University Curriculum. The findings showed that most students are interested in the topics offered by the curriculum; however, students depend on their teachers and other resources to compensate for the weaknesses in some skills which require modification and update in the curriculum. Students’ perspectives and notions about the material they are using in their learning can be suggested in designing curriculums for further academic enhancement. The results reflected how students’ participation in criticizing can lead editors to take into consideration that learners’ ages, attitudes, cultures, and perspectives are influential and create comfort during self-created curriculums.
VL  - 7
IS  - 4
ER  -

Copy | Download