A Critical Analysis of Constructive Alignment within EFL Curriculum
DOI:
https://doi.org/10.31918/twejer.2473.50Keywords:
Constructive Alignment (CA), Intended Learning Outcomes, Teaching/learning Methods, Assessment Tools, EFL CurriculumAbstract
Constructive alignment (CA) is often promoted as an approach for developing teaching/learning methods, and assessment tools, that specifically address the intended learning outcomes in a way that is often not achievable via conventional classes and assessments. This research study is a critical analysis of constructive alignment within an EFL curriculum developed by English language Departments, at Soran University. In this research study, a mixed-method research design was used to provide procedures for approaching, gathering, and analysing data from various sources. The research instruments included a questionnaire, focus groups, semi-structured interviews, and observations. A questionnaire was delivered to 120 English-language students. Constructive alignment (CA) is often promoted as an approach for developing teaching/learning methods, and assessment tools, that specifically address the intended learning outcomes in a way that is often not achievable via conventional classes and assessments. This research study is a critical analysis of constructive alignment within an EFL curriculum developed by English language Departments, at Soran University. In this research study, a mixed-method research design was used to provide procedures for approaching, gathering, and analysing data from various sources. The research instruments included a questionnaire, focus groups, semi-structured interviews, and observations. A questionnaire was delivered to 120 English-language students.
Downloads
Downloads
Published
Issue
Section
License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.