https://www.jespp.com/ Journal of English for Specific Purposes Praxis en daily 1 Thu, 01 Jan 2026 00:00:00 +0330 Thu, 01 Jan 2026 00:00:00 +0330 https://www.jespp.com/article_238458.html This systematic review compiles recent empirical studies to evaluate the effects of negotiated syllabi on learning outcomes, specifically language skills, motivation, autonomy, self-efficacy, self-esteem, and anxiety in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) environments. Following the structure of the PRISMA guidelines, 21 sources were considered, with 19 meeting the inclusion criteria. Thematic analysis was used to interpret the findings. Results showed that negotiated syllabi significantly boost learners’ motivation, participation, autonomy, and self-efficacy, for the most part. Regarding language skills, findings were mixed; while writing, speaking, and overall language performance tend to improve, reading comprehension results vary depending on the level of negotiation. Students generally view the process positively; however, challenges exist in implementation due to institutional constraints and a lack of actively interested students. The negotiated syllabus is a valuable educational tool for fostering a user- and learner-centered approach. It, however, requires a step-by-step negotiation process, teacher openness, and adaptation of negotiation mechanisms tailored to the learner’s alertness level. https://www.jespp.com/article_239871.html Burnout in teachers is a serious condition that arises from prolonged work-related stress, leading to emotional exhaustion, reduced personal accomplishment, and a sense of detachment from students, all of which can significantly impair their mental, physical, and emotional well-being. This study examined why English teachers in Iran feel burned out in both public and private schools, comparing the two settings. Purposive sampling resulted in 10 teachers participating in the study, with 5 men and 5 women from both public and private schools. Their age ranged from 22 to 45. Data were gathered through interviews. The interview questions were developed by the researcher and were evaluated based on expert views. They were based on three parts of the Maslach Burnout Inventory(MBI) (1980): emotional exhaustion, depersonalization, and reduced personal accomplishment. Thematic analysis with MAXQDA software was used to analyze the interview responses of teachers in order to identify related factors that lead to burnout. The findings showed clear main themes based on the type of school. For private school teachers, financial problems and job uncertainty were the biggest issues, indicating that these topics are very important. On the other hand, public school teachers mainly reported feeling burned out because of a lack of recognition for their work. There were suggested differences in reports of tiredness, feeling emotionally distant, and being worn out, highlighting different situations. The findings of the study may help teachers, school leaders, parents, and students. It suggests that making changes in schools, such as adjusting teaching methods and paying attention to teachers' needs, could reduce the negative effects of burnout. By addressing financial insecurity and job stability in private schools, as well as enhancing recognition and appreciation for teachers’ efforts in public schools, could significantly improve teacher well-being, foster a more supportive educational environment, and ultimately enhance student learning outcomes. https://www.jespp.com/article_240927.html Writing a master’s thesis in English was a turning point for many EFL MA students in Iran. It not only challenged their academic abilities it also transformed how they saw themselves as teachers and researchers. These students undertook this demanding project in their second language, often with little formal instruction in academic writing, which made the task even more difficult. In this research, we followed seven MA students in ELT programs at universities in Golestan and Khorasan Razavi. The researcher observed how they composed the initial chapters of their theses from 2022 to 2025, analyzing 290 clauses and 70 clause complexes from Chapter 1. Using a qualitative method grounded in academic literacies and Systemic Functional Linguistics, we examined how these students presented their topics, justified the significance of their research, and situated their work within the broader academic context. The results were evident: they depended on declarative sentences, complex clause structures, evaluative expressions, and hedging. These features helped them argue for the value of their research and highlight gaps in existing literature. Frequently, they drew heavily on literature reviews and guidance from supervisors to support their claims. This study highlights the need for more targeted, language-based support for students, supervisors, academic writing instructors, and curriculum developers. https://www.jespp.com/article_242046.html The importance that English is getting as an international language directs the attention to its different aspects and teaching is one of the most essential ones. A redirection of teaching English in particular areas is taking place aiming at enhancing English learning when it comes to specialized realms. Currently, English for specific purposes is gaining attention due to the productivity it may offer for the efficient use of English in specific fields. The present research paper examines the course content of master program at the faculty of sciences at university Mohamed the First in Oujda, Morocco. The study aims at investigating the extent to which the course content responds to students’ needs of English in relation to their field of study. Content analysis method is adopted to study the selected course content. The findings of the research show that there is a disparity in meeting the needs of the different disciplines taught at the faculty.