Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP)

Abstract

Purpose

This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.

Design/methodology/approach

Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).

Findings

Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.

Research limitations/implications

The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.

Originality/value

A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.