سنتزپژوهی و اعتبارسنجی الگوی برنامه درسی آموزش زبان انگلیسی با رویکرد تصویر هنری در پایه هفتم متوسطه اول

سیده نیلوفر صفوی; داوود  طهماسب زاده شیخلار; یوسف ادیب; علی ایمان زاده

Authors

Niloofar Safavi PhD Student in Curriculum Studies. Department of Education Faculty of Education and Psychology. University of Tabriz Campus. Tabriz Iran Author https://orcid.org/0009-0004-5267-5322
Davood Tahmasbzadeh Sheikhlar Professor Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran Corresponding author https://orcid.org/0000-0001-7344-9931
Yousef Adib Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran Author https://orcid.org/0000-0002-3212-2542
Ali Imanzadeh Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran Author https://orcid.org/0000-0002-1502-8482

Keywords:

Curriculum, artistic image approach, English language, artistic image-based curriculum, painting

Abstract

This study aimed to design and validate an English language curriculum model based on an artistic image approach for seventh-grade students in lower secondary education. This applied study employed a descriptive-analytical design and a qualitative–quantitative approach. In the qualitative phase, research synthesis and document content analysis were used. A systematic search initially identified 135 scientific sources, of which 55 studies were retained for final analysis after applying the inclusion and exclusion criteria. Qualitative analysis was conducted by integrating the stages proposed by Hord and Roberts and using open and axial coding based on Akker’s curriculum elements. Two independent evaluators recoded the data, yielding an inter-rater agreement of 83%. In the quantitative phase, the extracted curriculum model was presented to 10 curriculum-planning specialists, and its content validity was evaluated using the Content Validity Ratio (CVR). Validation results indicated that the CVR values for all components exceeded the minimum acceptable value of 0.56 for a panel of 10 experts. The CVR values were 0.76 for rationale, 0.78 for objectives, 0.73 for content, 0.81 for teaching and learning strategies, 0.74 for the teacher’s role, 0.70 for materials and resources, 0.72 for grouping, 0.78 for learning environment, 0.74 for time, and 0.81 for assessment methods. The overall mean CVR was 0.74, confirming the content validity of the proposed curriculum model. The validated model provides a coherent framework for integrating artistic images into seventh-grade English language education. It emphasizes active and sustainable learning, application of learning to real-life contexts, creativity and critical thinking, interdisciplinary and multimedia content, performance-based activities, multimodal and interactive instruction, and comprehensive assessment. Accordingly, the model may provide a practical foundation for curriculum development, instructional content design, teacher guidance, and the creation of more engaging and meaningful English language learning experiences.

Downloads

Download data is not yet available.

References

Al-Jumaily, I. H. A., & Alazzawi, I. T. J. (2025). The Influence of Multimodal Visual Methodologies on EFL University Students' Audio-Visual Comprehension, Verbal and Nonverbal Communication. Journal of Language and Education, 11(2), 35-56. https://doi.org/10.17323/jle.2025.22731

Alizadeh, E. (2024). Effectiveness of an Art-Based Educational Program on Students' Perception of the School Environment. Fifth National Conference on Innovation and Research in Culture, Language, and Persian Literature, Tehran, Iran.

Assadi, J., & Obed, D. A. (2025). Painting as a Pathway to Language Learning: Enhancing English Vocabulary Acquisition in Arab Classrooms in Israel. Theory and Practice in Language Studies, 15(7), 2114-2124. https://doi.org/10.17507/tpls.1507.03

Bowen, D. H., & Kisida, B. (2024). Investigating Arts Education Effects on School Engagement and Climate. Educational Policy, 38(5), 1077-1107. https://doi.org/10.1177/08959048231174880

Brovchak, L. S., Starovoit, L. V., Likhitska, L. M., Todosiienko, N. L., & Shvets, I. B. (2024). Integrating Music, Drama and Visual Arts in Extracurricular Programs: Enhancing Psychological Development in Early School-Aged Children. Sapienza: International Journal of Interdisciplinary Studies, 5(3), e24052. https://doi.org/10.51798/sijis.v5i3.791

Dashtestani, R., & Foroutanian, S. (2025). Toward Designing a Competency-Based English for Specific Purposes Curriculum (E4CEC) in the Iranian Education Context: Challenges and Opportunities. Applied Linguistics and Applied Literature: Dynamics and Advances, 13(1), 91-108.

DuPre, F. G. B. (2025). Engaging Minds: Assessing the Impact of Arts-Integration on Science Achievement and Engagement Using Planned Experimentation [Doctoral dissertation, Clemson University].

Ebadian, K. (2023). The Effect of Group Activities on Increasing Students' Motivation to Learn English. Fifteenth National Conference on Management and Humanities Research in Iran, Tehran, Iran.

Janipour, V. (2024). Teaching English in the 21st Century: Challenges, Changes, and Opportunities. Humanities, 1(1), 45.

Jianggimahastu, P., & Fahas, R. (2025). Using Drawing and Sketch to Teach Speaking Ability for Young Learners. Jurnal Pengabdian Masyarakat dan Riset Pendidikan. https://doi.org/10.31004/jerkin.v4i1.1868

Kakungulu Samuel, J. (2024). The Impact of Creative Arts on Student Engagement and Learning. Research Invention Journal of Research in Education, 4(1), 1-5. https://doi.org/10.59298/RIJRE/2024/4115

Liu, C. H. (2022). How Arts Integration Affects College Teachers and Students' Cultural Competence: A Grounded Theory Research [Doctoral dissertation, St. John's University, New York].

Majidi, M. (2024). How I Improved My Students' Learning and Motivation by Using Artistic Activities in English Language Teaching. First Conference on Humanities with a Modern Approach, Astara, Iran.

Mousapour, N. (2022). Theoretical Foundations of Educational Evaluation Models. Research and Planning in Higher Education, 8(1), 119-144.

Mukhter, M. S., Yunus, J., & Yuet, F. K. (2022). Conceptual Framework for Evaluation of Diploma Program in Automotive Technology in Vocational Colleges in Malaysia. International Journal of Academic Research in Business and Social Sciences. https://doi.org/10.6007/IJARBSS/v12-i1/12245

Pourgolou, M. J. (2024). The Importance of Life Skills Education in School Curricula. First International Conference on Modern Research in Educational Systems and Educational Sciences,

Prajapati, S., & Pachauri, Y. (2025). Creative Classrooms: The Journey of Art-Integrated Learning (2005-2023). Asian Journal of Applied Science and Technology, 9(1), 107-121. https://doi.org/10.38177/ajast.2025.9110

Rahiminejad, V., Golbakhsh, B., & Taslimi, N. (2023). Qualitative Content Analysis of the Visual Features of the Seventh-Grade Textbook English in School: Prospect. Educational Innovations, 22(3), 33-60.

Sadeghi Karchaei, S. Z. (2025). The Role of the English Teacher in Integrating Language Education with Interdisciplinary Topics Such as Environment, Peace, and Human Rights. Second National Conference on Humanities with a Modern Approach and First International Research Conference of Innovative Educators, Astara, Iran.

Sadr, A., Kian, M., Sadeghi, A., & Abbasi, E. (2022). Designing and Validating a Multicultural-Approach Art Curriculum Model for Lower Secondary Education. Curriculum Studies, 17(66), 75-112.

Salim, L. A. H. (2025). Art-Based Pedagogy in Language Learning: Practical Study in Teaching Conversation at University Level. Lark, 17(1/Pt1), 882-906. https://doi.org/10.31185/lark.3969

Sarvani Moghadam, A., Shirvani Shiri, A., & Akbari, J. (2023). Understanding Aesthetic and Artistic Education from the Perspective of Elementary School Teachers. Education Quarterly, 39(2), 103-118.

Sim, J. S. E., & Ismail, H. H. (2023). Using Digital Tools in Teaching and Learning English: Delving into English Language Teachers' Perspectives. Creative Education, 14(10), 2021-2036. https://doi.org/10.4236/ce.2023.1410129

Subhamol, M., & Shobhana, D. S. (2025). Digital Storytelling as a Catalyst for Enhancing Teaching Competency in Language Classrooms. International Journal for Multidisciplinary Research.

Tanhayee Ahari, N., Ameri, H., Ameri, A., & Shaeeri, H. (2023). Investigation of the Reinforcement and Debilitation of the Meaning in the Pictures of English Books 1 & 2 (Vision) Based on Discoursal Semantic-Semiotic Approach. Language Science, 10(17), 215-246.

Tanhayee Ahari, N., Ameri, H., Ameri, A., & Shaeeri, H. R. (2023). Investigation of the Reinforcement and Debilitation of Meaning in the Pictures of English Books 1 and 2 (Vision) Based on a Discoursal Semantic-Semiotic Approach. Language Science(17), 215-246.

Velayutham, V. (2024). The Impact of Arts Integration in Primary Education. Tuijin Jishu/Journal of Propulsion Technology, 45(02), 4963-4974. https://doi.org/10.52783/tjjpt.v45.i02.6724

Walsh, T. (2023). Redeveloping the Primary School Curriculum in Ireland.

Wheeler, K. (2022). A Mixed Methods Critical Review of the A+ Schools in NC: Making a Case for Fidelity in Frameworks. Journal for Learning through the Arts, 18(1). https://doi.org/10.21977/D918154868

Zehra, A., & Masih, A. (2025). Reconfiguring Pedagogical Constructs: A Scoping Review of Art-Integrated Learning. Vidya: A Journal of Gujarat University, 4(1), 130-138. https://doi.org/10.47413/qr336262

Zhang, Y., & Jia, S. (2022). A Study on the Effects of Language and Visual Art Integrated Teaching on Language Learning Performance and Satisfaction of Ethnic Minority Students in China. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1048635