EAP Curriculum in Iran and Oman: A Current Situation Analysis

English for academic purposes (EAP), as a minor branch of English for specific purposes (ESP) at the outset, refers to teaching English to prepare learners to function in academic settings usually as they study and engage in the research. The current study aimed to describe, interpret, juxtapose, and compare the curriculum of the EAP courses delivered at college level in the two countries of Iran and Oman in terms of purpose and perspectives, focus and manifestations. With an evaluative orientation, the endeavour focuses on the ideologies and societal cultures that influence the curriculum, curriculum development and planning systems (the processes and products of curriculum development), and curriculum implementation (the modes of delivery of teaching and learning experiences). The relevant documents, including the policy papers, syllabi, delivery plans, assessment booklets, learning resources and curriculum materials, were obtained from government offices, educational institutions, and the related literature. Accordingly, the documentary analysis was carried out according to seven policy areas of access policy, personnel policy, curriculum policy, methods and materials policy, resourcing policy, community policy, and evaluation policy. Despite the similarity of the status of English as foreign language in both countries, several important differences were identified, which can shed light on the opportunities and limitations of EFL in both countries. This would provide insight for further investigation of EAP courses through understanding what is currently happening.