Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes

Articles in Press

Document Type : Research Paper

Authors

Department of English, Isf.C., Islamic Azad University, Isfahan, Iran

10.22034/elt.2025.69512.2824

Abstract

This quantitative, causal-comparative study investigated differences in Syllabus Design Knowledge (SDK) between novice and experienced Iranian EFL teachers in public high schools and private language institutes. A sample of 120 EFL teachers, stratified into four equal groups (novice/experienced x public/private), completed a validated Syllabus Design Knowledge Test (SDKT). This 33-item instrument measured overall SDK and three related domains of SDK: theoretical/conceptual knowledge, knowledge of syllabus types, and knowledge of technical terminology. Data were analyzed using a set of two-way ANOVA. The results revealed that both teaching experience and working in a private institute had significant, positive effects on EFL teachers’ overall SDK and their specific knowledge of different types of syllabi. By contrast, no statistically significant differences were found for theoretical/ conceptual knowledge or knowledge of technical terminology based on either experience or educational setting. The findings suggest that practical, context-driven experience in private institutes significantly enhances specific aspects of pedagogical content knowledge, while other, more theoretical components may be equally developed regardless of experience and educational setting. It is concluded that SDK is a complex construct, shaped by teaching experience and influenced by the specific institutional context.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 02 November 2025

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