Studying power relations in an academic setting: Teachers' and students' perceptions of EAP classes in Iran

• We conducted a rights analysis of Iranian students and teachers in EAP classes.
• Data came from a survey and follow-up interviews with EAP students and teachers.
• We found no or little interaction among students, teachers & department officials.
• Students were found powerless & passive recipients of institutional requirements.
• Pedagogical implications are discussed.

Informed by critical EAP theory, this study included a “rights analysis” (as opposed to “needs analysis”) of Iranian students and teachers in EAP classes in the Iranian higher education system. More particularly, this study examined to what extent the EAP curriculum is informed by students' and teachers' feedback. Data for this study came from a survey and follow-up interviews with a number of Iranian EAP students and teachers. Analysis of the data reveals that there is little or no interaction among students, teachers and department officials in constructing the EAP curricula and classroom practices. Students were seen to be powerless and passive recipients who had to enact the institutional requirements defined a priori by the departments or curriculum developers. We discuss implications for EAP teachers as well as curriculum developers who can encourage students to ask questions and make suggestions for pedagogical change.