Résumé:
The negotiated syllabus is newly emerged approach to language development course
where students’ needs and preferences are given a valuable consideration through the
course, and the learner needs are selectively discussed by teachers and students before,
during, and after the course aiming at collecting ideas about what should be taught in a
course. The purpose of this study is to investigate the impact of negotiated syllabus on
developing learning engagement among EFL first students of master. Classroom
engagement is a complex constrain that requires full collaboration and hard work from
students and teachers in order to accomplish a satisfactory results. Thus, the findings of
present study indicated that students’ engagement was more significantly affected in
light of the treatment via the implementation of negotiated syllabuses in language
classes.
