EAP education in Iran: Where does the problem lie? Where are we heading?

As a large-scale nation-wide triangulated project, the present study first aimed at investigating whether the perception of needs varied significantly from the viewpoints of EAP teachers, EAP students and syllabus designers. Second, the satisfaction rate of EAP students with EAP programmes was also surveyed. The study was additionally designed to observe (35) EAP courses to get a real picture of the status of EAP education in Iran. To these ends, two versions of the same questionnaire were distributed among the participants (i.e. 831 EAP students and 55 EAP teachers of the same classes) and their results were compared with the needs specified by thirty syllabi. Finally, semi-structured interviews were conducted with 40 students and 25 teachers. The data obtained were analysed both quantitatively using frequency, chi-square, and Kruskal-Wallis analyses, and qualitatively adopting content analysis. The results revealed the stakeholders involved had significantly different perceptions of needs. Reading comprehension, however, was perceived by all to be the main need of EAP students. Serious problems were raised by students and teachers regarding the sources, materials, students' general English proficiency level, duration and timing of the classes, motivation level of both students and teachers, etc. which are discussed in the paper. •Large scale mixed-methods investigation of needs in the Iranian EAP context.•35 EAP courses observed to draw a picture of the status of EAP education in Iran.•Reading comprehension perceived by all to be the main need of Iranian EAP students.