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An Input-Process-Output Analysis of the Department of English in the

Colleges of Education in Iraq

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An Input- Process- Output Analysis of the Department of English in
the Colleges of Education in Iraq
Mohammed Jasim Betti

Department of English, College of Education for Humanities,

University of Thi-Qar, Nasiriya, Iraq.

1. Introduction
Input- output Analysis is a type of project which was first originated in
economics as a sort of bringing a balance between demand and both the
volume and quality of supply. This type of analysis was then
implemented in several other fields including education. The term 'input'
includes all the sources that enter into the process of education in a
particular stage of learning; 'Process' includes all the variables/factors
which enter into the process of education and 'output' is the result of the
process of implementing the plan (Williams, 1975: 534; qtd in
Abuhamdia, 1983: 176; Betti, 2020; Igaab and Kareem, 2018; Igaab,
2018; Betti, 1998; and 2006).
This paper aims at analyzing the Department of English (DE) in the
Colleges of Education (CsE) in Iraq using Systems Analysis (input-
process- output). It describes the scientific qualifications of the enrolled
students to this department (input); the scientific qualification of the staff
members who teach the enrolled students and the materials and courses
taught (process); and the type of graduates (output). This analysis is
arrived at through survey and content analysis of the courses taught in
the DE and brings about some suggestions and recommendations related
to the 'design' and 'approach' of and 'procedures' used in it (these terms
are used by Richards and Rodgers, 1988).
CsE are important educational establishments of higher education
which graduate teachers of secondary schools. By secondary schools, it is
meant a period of schooling which starts from the end of primary schools
to the university level (see also UNESCO, 1981: 532). "In Iraq, mainly in
the secondary schools, translation is customarily adopted where there is a
real danger of a blockade of the learning process" (Betti, 2002: 8).
The only characteristic that differentiates CsE from other colleges
(including the Colleges of Arts and of Languages) is their educational
qualification and the subjects taught in such colleges. There are morning
and evening studies in such colleges (Al-Seady, 2002: 17).

2. Input
 The enrolled students to the DE are the outcomes of poor English
language teaching (ELT). They come to these departments with different
backgrounds in English due to different instructions in secondary schools
(see also: Zughoul, 1985 and 1987). They are not even sorted out
according to their standards and qualifications.
The procedures for accepting the students in the DsE vary according
to a number of variables including the geographical location of the
college and the strategy of the Ministry of Higher Education. Some DsE
in the CsE construct entrance exams; others depend on the average of the
students in the secondary ministerial examination and the grade of
English in this exam. However, some other DsE use all/ neither of these.
3. Process
There is no doubt that the basic design of the DE has been either
inherited, borrowed from or modeled on earlier British ones (Zughoul,
1987: 221). This department is uncertain starting from its name. whether
it teaches the EL, English literature, comparative literature, general
linguistics, or the four combined together is questionable.
Moreover, the courses taught in these departments are generally in a state
of imbalance. They include linguistics, literature, language and
educational courses. The language courses include such courses as
conversation, comprehension, etc. meanwhile, the linguistic ones consist
of grammar, phonetics and phonology, linguistics, etc. The history of
literature, poetry, drama, short story and the novel are labeled within the
literature ones. In education, psychology, and essentials of education, and
the non-departmental courses include Arabic and the computer. The latter
three types of courses are grouped under the educational courses for
research purposes. Table (1) clarifies the distribution of such courses
according to stages in the CsE:

Table (1): The Courses Taught in the DE of CsE

Stage Linguistics Language Literature Educational Courses

Courses Courses Courses No%
No% No% No%
First 02 5.71 02 5.71 01 2.85 03 8.57
Second 02 5.71 02 5.71 03 8.57 02 5.71
Third 02 5.71 02 5.71 03 8.57 03 8.57
Fourth 03 8.57 0 0 03 8.57 02 5.71
Total 09 25.71 06 17.14 10 28.75 10 28.75

It is clear from Table 1 that language courses are not given due
attention in the fourth stage, 0%. The educational courses, taught in
Arabic, are given prominent attention, 28.75% distributed to four years.
Meanwhile, the literature courses are given more attention than the
linguistics courses. Definitely, language courses should exceed the other
courses being relevant, in conception, to developing the learners'
linguistic competence to use the EL. They are given the least courses,
17.14%. Similar results of courses' analysis are arrived at by studies
carried out by Abuhamdia (1983), El- Mowafy (1983), Marken (1983),
Zughoul (1985) and (1987), and El-Sayed (1993), among others which
appear in Dahiyat & Ibrahim (1983)I,; Igaab and Altai, 2018; Betti, Igaab
and Al-Ghizzi, 2018; Betti and Igaab, 2018.
Similarly, many studies prove that Arab DsE do not have
operationally- stated objectives (cf. Williams, 1975; Abuhamdia, 1983;
among others). That is why there has been a call for formulating
objectives for the DsE (see: Zughoul, 1985 and 1987).
The enrolled students in the DsE are generally textbook and
instructor- dependent (Abuhamdia, 1983: 177). If such a department is to
achieve some listed goals, this is to be achieved through adopting learner-
centred approaches and abandoning using a textbook as a teaching
procedure.
The staff members of the DsE Iraq, as well as in some Arab
universities, in Zughoul's (1985: 92). Words are "ill- defined". They are
specialized in Arabic linguistics, pure literature and language pedagogy.
They are almost all the time asked to teach courses estranged from their
specialization (Al-Seady, 1998a;Betti and Ghadhab, 2020; Betti and
Igaab, 2019; Igaab and Abdulhasan, 2018).
The methods adopted in ELT in the DsE very enormously from the
maximal investment of the lecture, discussion and aesthetic methods in
teaching linguistics, educational and literature courses to the minimal
employment of the communicative, linguistic and some eclectic methods
in ELT and literature teaching (see: Betti, 1990 and 1996). Likewise, Al-
Seady (1998: 67) believes that "both the teacher and the applied linguist
are not in a state of decision on the way to present the lexical items to the
learner. Should pairs be presented syntagmatically … rather than each
item separately or in paradigmatic patterns?".
Sometimes it is the system of English, which makes it difficult for
learners to cope with the materials and at other times it is the negative
transfer between Arabic, the learners' mother tongue, and English (Betti
and Al-Jubouri, 2009: 19; Betti, 2007 and 2015;Igaab and Tarrad, 2019;
Betti and Hashim, 2018).
In the process of learning the language, Arab learners are dependent
on the teacher and on the input that the classroom provides since English
is not used outside the school (Betti and Al-Jubouri, 2015: 20).
As said earlier, the distinguishing feature of the CE is its educational
qualification practiced through using educational courses and pre-service
training programme the latter of which is often the only preparation that
student-teachers receive before they seek full-time employment. Al-Ani
(1985) proves that this training in the DE is not playing an acceptable role
in the preparation of student teachers and in applying the teaching
techniques to different activities at the same level (Betti, 2002e; Al-
Seady, 1998c; Betti and Mugeer, 2016).
The B.A. program in the Colleges of Education for Humanities in Iraq
ought to be provided with studies in interlanguage pragmatics to enhance
and deepen the learners’ knowledge of the FL pragmatic (Betti and
Yaseen, 2020: 58).

4. Output
The graduates of this department in the CsE are supposed to be
officially appointed as teachers in secondary schools in Iraq. This is
certified by the general goals of the CsE in Iraq. Meanwhile, some of the
graduates of the Colleges of Arts, who are supposed to work as
researchers according to the goals of these colleges, are appointed as
teachers though they lack the necessary educational and professional
qualifications. To work as teachers, the graduates of the DsE are trained
in ELT to have the necessary training to be educationally and
professionally equipped.
5. Discussion of Results
The students, when first joined the DE, have different poor
backgrounds due to poor secondary instruction in ELT. As experience
shows, the problems in secondary schools in Iraq are text and lecture-
caused. The NECI textbooks are outdated, structural and full of obvious
gaps in the selection of lexical items taught and in the heavy stress on
teaching 'deaf and dumb' structural rules. EFL teachers in secondary
levels in Iraq use out-dated methods of teaching which are mostly
grammar, translation and grammar- translation methods.
As for entrance qualifications for the DsE, the students are only
sometimes accepted through sorting them out by using formally- agreed
upon entrance qualifications. At their highest, entrance qualifications are
only given minor attention; this is due to many factors including the
acceptance capacity of the CsE and the insistence on accepting graduates
of the scientific branch in scientific specializations, among others which
are aforementioned.
The aims of both the CsE and the DsE if not established in
operationalized terms are to cause a lot of damage; neither course
designers nor staff members are going to be aware of the objectives they
are supposed to achieve. Generally, aims are to be drawn from those of
the CsE mixed with the aims of teaching the different specializations of
this department: language, linguistics and literature, and then moving to
the aims or objectives of teaching any lesson in the aforementioned
specializations.
The imbalanced courses in the DsE of the CsE are to be given
increased attention. The language courses, which are pivotally needed to
develop the linguistic and communicative repertoire of the student-
teachers, are given only minor efforts and time. The educational courses,
which are necessary to build the students educationally and professionally
and which receive the maximal attention, are barely instructed in Arabic.
This situation of teaching the highest number of courses in Arabic in a
department which is first and foremost concerned with developing the
students' abilities in EFL creates an obstacle in learning the FL and is a
situation of the 'absurd'. In addition, literature courses are not taught using
linguistic or partly linguistic methods of teaching so as to abridge the gap
provided by the semi- lack of language courses Al-Seady, 1998a;Betti
and Ghadhab, 2020; Betti and Igaab, 2019; Igaab and Abdulhasan, 2018).
The staff members, who are unqualified in the field of knowledge
they teach in, create an additional obstacle in the teaching/ learning
process. What doubles the problem is the unawareness of some staff
members of the methodological procedures adopted to teach any area of
language study.
"Teachers need to diagnose the weakness points that the learners
undergo in performing SAs or pronouncing the types of tone and find
solutions for these weaknesses" (Betti and Hasan, 2020: 62).
The students' full dependence on textbooks and lectures may create
secondary- school- like teaching which is different from university
teaching in its aims, content and methods of presentation.
The aforementioned results of carrying out survey and content
analysis of this paper may give specialists and authorities a picture of the
graduates of this department. The students are lacking from the time they
are accepted in this department to the time they are graduated due to the
imbalanced courses and inappropriate methods of teaching and testing
strategies. The graduates are definitely lacking in their linguistic,
communicative and educational qualifications.
6. Suggestions and Recommendations
In view of the results of the paper, the following suggestions/
recommendations to be made:
1. An advancement in the secondary school educational system in Iraq is
of prime importance and necessity. In fact, there is a need of review the
curriculum, methods of teaching, the qualifications of instructors and the
time allotted for teaching any lesson in EFL. The NECI textbooks are to
be modernized to be communicative to develop the students' linguistic
and communicative competence. Here lies the need for more research to
be done in this field. Suggestions and recommendations such as those
made by Al-Hamash (1974), (1988), (1991) and Al-Hamash, Al- Rufa'I
and Al-Hiti (1984), Igaab and Altai, 2018; Betti, Igaab and Al-Ghizzi,
2018; Betti and Igaab, 2018.and textbook surveys and analyses such as
the ones done by Al-Hamash (1979) on the New English Textbook for
Industrial schools in Iraq, and Al-Hamash (1984) on the English
textbooks in primary and secondary schools in Iraq will definitely
develop ELT in secondary schools in Iraq to a great extent.
2. Entrance qualifications to this department are to be designed
adequately and be invested by all the DsE in the CsE in Iraq. Some
suggested procedures include entrance tests, the grade of English and the
average of the students in the Ministerial secondary school exam which
all should not be less than 70%. Such qualifications are to be stated
formally.
3. The name of the DE in the CsE in Iraq is better to be changes to reflect
both the aims of TEFL in this college and the educational courses taught.
It ought to be called "The Educational Department of English" to
differentiate it from the one in the Colleges of Arts.
4. The aims of both the CsE and the DsE should be stated in
operationalized terms. Here is the importance of many studies done in
this field (see: Zughoul, 1985).
5. A balance should be brought in the courses taught in this department.
More language courses and less linguistics and literature courses are to be
used as language courses build the students' linguistic competence.
Literature, if employed for eclectic purposes having both literature and
language into harmony through investing eclectic methods of teaching,
would then serve the main aim behind constructing such a department
which is to graduate teachers for secondary schools in Iraq. In addition,
"Conversation courses ought to be added to the second and fourth year at
the departments of English to enrich the learners’ speaking and listening
skills. The teacher ought to use the laboratory to make the learners
practise stress" (Betti and Ulaiwi, 2018: 88).
6. The educational courses such as psychology, essentials of education,
secondary administration, curriculum and textbook, measurement and
evaluation are to be taught in English to fulfill the aims of teaching in this
department (Betti, 2020; Igaab and Kareem, 2018; Igaab, 2018; Betti,
1998; and 2006).
7. Staff members should be selected to teach certain area of the
curriculum of this department. They are supposed to be methodologically
qualified to use methods which aid them achieve the aims. Far beyond
saying, using learner- centered approaches will make the student less
instructor- dependent (Betti, 2002e; Al-Seady, 1998c; Betti and Mugeer,
2016).
8. Pre-service training programme in the department should be given
more time, and the time given should be distributed using scientific
measures to theoretical preparation and group observation. This is
supported by Al- Ani (1985).
9. Since the primary aim of language is communication, learners are to be
prepared for communication and errors are to be tolerated. Learners are to
risk errors in communicating information or their thoughts and feelings
(Betti and Al-Jubouri, 2015: 52).
10. The evening department of English was found to be lacking in
comparison with the morning ones the same syllabus items are taught to
them by nearly the same staff members and the students sit for the same
exams. This signals a defect in the teaching/learning process (Al-Seady,
2002: 17).
11. Our EFL learners in the departments of English in Iraq are
incompetent in theme/rheme linguistic area. This is partly due to the idea
that our colleges teach in syllabus items and techniques of presentation
through traditional syntactic terms and no new terms are referred to in our
syllabus items in spite of a four-year grammar teaching in the
departments in English" (Betti and Al-Jubouri, 2009: 19).
12. University teachers are recommended at the level of BA, MA, and
Ph.D. during the classroom communication to enhance the learners’
awareness to the socio-pragmatic rules of English (Betti and Hasan, 2020:
62).
13. The curriculum of Educational Colleges ought to be well equipped
and supported by conversational activities to improve the learners' FL
skills in speaking and listening (Betti and Yaseen, 2020: 58).
14. "Sometimes, using contrastive comparisons with the learner's MT
[mother tongue] is helpful for the teacher to explain certain aspects which
are otherwise will be dull" (Betti, 2002: 8).
15. Al-Seady (1998: 67) believes that "there are variables which account
for selecting the most effective procedures for vocabulary teaching which
will be optimal in all teaching. Some of these features are:
a. motivation of the learners.
b. Aspect of the actual meaning such as the presence or absence of certain
media.
c. characteristics of the teacher such as his expressive skills" Betti, 2007
and 2015;Igaab and Tarrad, 2019; Betti and Hashim, 2018).

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