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The EAP students are not passive recipients who absorb subject-specific materials merely through exposure to the reading skill. The dominant misleading conception surrounding the EAP courses is that exposing learners to specialized texts creates a shortcut which contributes to enhancing their knowledge of the language. However, this article discusses that discipline-specific reading materials are like one-way street which hardly develop the learners’ grammatical and communicative competence. EAP learners need more general text types, tasks, activities, and exercises to learn and use the language. In the present study, the data were collected qualitatively through semi-structured interviews, classroom observations, and field notes. The participants consisted of 60 students and 16 language instructors. Data analysis was based on the five curriculum structure proposed by Brown (1995): objectives, needs analysis, teaching, materials, and testing. This study attempts to shed some light on certain controversial issues and the findings can have significant implications for ESP and EAP teachers, graduate students, syllabus designers, material developers, and researchers in the field of ESP.
 
1. Introduction
Every year, many students enter Iranian universities and EAP courses are offered to them in the first or second semester. A great amount of money, resources, time, and energy are spent on these courses. However, the results of such programs are less than satisfactory. The present study attempts to shed some light on EAP programs and intends to study the virtues and weaknesses of EGP and ESP courses.
Research Questions
1- What are the former and current students’ overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs?
2- What are the instructors’ overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs?
                                                 
2. Literature Review
2.1. English for General Purposes
 On the whole, the EAP courses might be divided into two parts: EGP and ESP. EGP is almost the major trend and the mainstay of any EFL situation, which intends to equip the students with necessary communication skills and strategies to perform effectively at university and fulfill their study purposes. In fact, EGP course helps students study and research through English language.
 
2.2. Content-Based Instruction
ESP is a form of language rather than an independent language in itself, which is used by specialists in contexts similar or pertinent to EGP. One of the classroom realizations of ESP and its application is the content-based instruction (CBI). CBI is the teaching and learning of language through content in which the stress is on students’ subject matter rather than language forms and functions.
2.3. EGP and/or Common Core Hypothesis
EGP is not limited to a particular discipline. Basturkmen (2006) holds that ESP is not independent in itself and makes use of every part of EGP at any time. The most prominent issue in any EGP course is the common core hypothesis put forward by Bloor and Bloor (1986). This hypothesis asserts that there is a common core of grammar and vocabulary in any discipline. Therefore, EAP should concentrate on presenting and practicing common features rather than specific subject matter.
 
2.4. English for Academic Purposes
In most parts of the world, EAP teachers are seen as an increasing source of income to attract international students (Hadley, 2015). However, they often lack the required knowledge in a specific field (Brinton & Holten, 2001). An important point to consider is that “ESP learners expect materials that teach them about their real world objectives, otherwise they can easily get demotivated” (Marcu, 2020, p. 309). Unfortunately, in Iran, there is no coherent plan to implement teaching methods for educational purposes and English courses are either taught by language or field teacher, without any communication or agreement between them (Atai & Nejadghanbar, 2017).
 
3. Methodology
The data were collected qualitatively through semistructured interviews, classroom observations, and field notes. The participants consisted of 60 male and female BA students who were taking or had passed EGP AND ESP course at the University of Tabriz, at the time of data collection. There were also 16 male and female language instructors who were full-time or part-time staff of the Department of English Language and Literature, and held master’s or PhD degrees.
                                                                             
4. Results
The results were discussed under five curriculum constructs put forward by Brown (1995): Objectives, needs analysis, teaching, materials, and testing. According to the students’ and instructors’ perceptions and classroom observations, EGP AND ESP course cannot achieve its intended purposes and the reason that some of the students do not like this course is that they passively receive materials in the classroom. During the interview, most of the instructors believed that because of the shortage of class time they could not dedicate equal and adequate time for each activity and exercise. The findings also affirmed that students who attend private language institutes participate eagerly and positively in classroom activities. However, those who are weak only sit and listen. More importantly, it was found that since needs analysis has never been carried out at the University of Tabriz, some of the grammatical points and exercises do not correspond to the students’ needs.

Keywords: Content-based instruction, Common core hypothesis, English for general purposes, English for specific purposes

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