University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 17 2 2025 01 01 Negotiated Syllabus and EFL Learners’ Engagement, Motivation, and Autonomy: Exploring Teachers and Learners’ Perceptions 1 20 9084 10.22111/ijals.2025.50112.2478 EN Ali Reza Karimi English Language and Literature Department , Faculty of Foreign Language and Literature, University of Tehran Ali Akbar Khomeijani Farahani English Language and Literature Department , Faculty of Foreign Language and Literature, University of Tehran Reza Nejati Department of English, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran,Iran Journal Article 2024 10 26 This study investigates the impact of negotiated syllabi on English as a Foreign Language (EFL)   learners’ motivation, engagement, and autonomy through a mixed-methods approach. Participants included 120 EFL learners, divided into experimental and control groups. Quantitative data were collected via motivation, autonomy, and engagement scales administered pre- and post-intervention, while qualitative data were gathered through semi-structured interviews with a subset of learners from the experimental group. ANCOVA result indicated that learners in the negotiated syllabus group exhibited significantly higher levels of motivation, engagement, and autonomy compared to the control group. Thematic analysis of interview data revealed eight primary themes, including increased relevance of course content, collaborative learning, and enhanced responsibility. Participants reported feeling more invested in their learning due to active involvement in course design, which fostered a sense of ownership and agency. These findings have implications for EFL curriculum development, highlighting the potential benefits of integrating learner input into syllabus design to improve educational outcomes. Future research should further explore learner-centered approaches across diverse EFL contexts. https://ijals.usb.ac.ir/article_9084_b68e94ca471a4f37611d7088fbb128f6.pdf