Considering the Challenges of Teaching English in Associate and Bachelor degrees of Technical and Vocational Training Majors in Arak based on the Weinstein and Fantini's model

Background and Objectives: Many researches have been conducted regarding the learning of the English language and its teaching methods, but as far as the author of this research has investigated, no specialized research has been done regarding the damage to the English language in Technical and Vocational fields. Therefore, in the theoretical foundations section of the current research, only a brief history of research aligned with the topic of this research has been mentioned. The main goal of the current research is to examine the challenges of the English language course in associate and bachelor technical and professional fields in Arak based on Weinstein and Fantini's model from the point of view of the professors of the English language department in Arak. Methods: The studied population in this research includes all male and female English language teachers of Arak city who have had teaching experience in technical and professional universities of Arak. The main research strategy in this research is qualitative and unstructured interview methods used to collect data. The data collection tool is the English language curriculum pathology questionnaire, and the validity and reliability of the tool have been confirmed. Findings: The findings of the research showed that the lack of educational background and unprepared exposure of students to the English language, the writing of English language books is not balanced with the needs of technical and professional students, the content of foreign language books is not up-to-date, the lack of the focus of educational headlines on specialized English language training, students' lack of motivation in learning English are one of the significant harms. Conclusion: The general conclusion of the pathology of English language courses in Arak Technical and Vocational Universities showed that the educational topics are mainly contrary to the seven mentioned in the Weinstein and Fantini model. This importance necessitates the constant need for fundamental updating in the topics and contents of the curricula. Therefore, research is suggested to evaluate internal coordination and alignment of curricula and educational contents of different sub-systems of technical and vocational education.