The data about the teaching patterns were not collected from the teachers of the students on a recent note; therefore, the data could be outdated. These might make the collection and the analysis of the data non-reliable largely (Richards, 2013). Although the research paper has provided a vast overview of the theoretical aspects along with the clear illustrations for the effective understanding from a nonprofessional’s perspective, the absence of the experience of the real respondents makes the research void and ineffective. Based on the results obtained about the approaches in the paper, it was determined that all the three curriculum approaches had their own identity and importance in their field of needs. At the end, the comparative study of the three approaches was tabulated for the best understanding of the readers and the future researchers. Therefore, it can be concluded that although the research was successful in developing and implementing proper approaches in the teaching process, it could not end up finding the best approach out of the three, which is another limitation of the research paper (Richards, 2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design.
ReferenceRichards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33.
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