Critical issues in the EFL curriculum: teachers´ perspective

This study examines how teachers perceive critical issues in the planned English as a Foreign Language (EFL) curriculum at primary and lower secondary levels in the Czech educational context. These critical issues are defined as challenging components of the curriculum. A questionnaire survey was conducted with 67 English teachers, who collectively identified 180 such issues. These issues were analysed using a framework based on language skills and elements. Grammar was labelled as a key issue, while speaking was highlighted under language skills. The study also explores why teachers consider certain grammar and speaking issues to be problematic. In the case of grammar, these factors are mainly attributed to the learners themselves and the content being taught. In contrast, speaking challenges are primarily learner-related, emphasising the importance of addressing students’ affective barriers. Additionally, the study provides insights into the suggestions that teachers propose to address these critical issues. Overall, while teachers do address these issues in their teaching practice (i.e. the enacted curriculum), they do not suggest changes to the planned curriculum.