A Critical Analysis of Constructive Alignment within EFL Curriculum

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. Fourteen students agreed to voluntarily take
part in the subsequent focus groups, and seven lecturers were recruited for the observations and semi-structured interviews. The results of this empirical research study demonstrate that certain teachers adhere to the CA guiding principles and make an effort to combine the CA fundamental components constructively. On the other hand, most teachers acted less responsibly towards the process and were not successful in translating the CA principles into practice. Hence, it was recommended that all parties involved in educational administrations take CA practices more seriously and pinpoint any obstacle that might prevent a constructive
alignment within the curriculum, and thus, provide the best solutions for dealing with the challenges.