A Critical Analysis of Constructive Alignment within EFL Curriculum

Authors

  • Ejad N. Hamad Soran University-Faculty of Education-English Department Author
  • Keivan Seyyedi Department of Translation, Cihan University-Erbil, Kurdistan Region, Iraq Author

DOI:

https://doi.org/10.31918/twejer.2473.50

Keywords:

Constructive Alignment (CA), Intended Learning Outcomes, Teaching/learning Methods, Assessment Tools, EFL Curriculum

Abstract

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.

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Published

2024-12-23

Issue

Section

Original Articles

How to Cite

Hamad, Ejad N., and Keivan Seyyedi , trans. 2024. “A Critical Analysis of Constructive Alignment Within EFL Curriculum”. Twejer Journal 7 (3): 1374-1403. https://doi.org/10.31918/twejer.2473.50.

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