The Impact of Negotiated Syllabus on Students’ Engagement in Learning

Abstract

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.