A Critical Analysis of Constructive Alignment within 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.