Abstract
This research paper discusses the concept of constructive alignment theory (Biggs, 1996) with the learning outcomes in teaching of English at a Saudi university. The Saudi context has received no empirical attention in the professional literature. Thus, this paper uses constructive alignment framework to examine the Foundation Year English Program (FYEP) curriculum at King Abdul-Aziz University, Saudi Arabia. More specifically, one of the major components of this program, namely, the speaking course, was used as an example to evaluate the extent to which intended learning outcomes, assessment practices, and teaching methods are aligned in this course. It should be mentioned that the 104 speaking course has been selected as an example for two main reasons, which will be discussed in the paper. Therefore, some suggestions are provided to help solve this issue constructively. The paper also highlights the importance of using the constructive alignment framework to enhance teaching, learning, and assessment in English Language Institute (hereafter ELI).This paper is divided into four sections. Following the introduction, it reviews the existing literature on the notion of constructive alignment theory and its pedagogical outcomes in EFL instruction. It then briefly describes the ELI English program and pinpoints the incongruity between the program objectives and the intended learning outcomes. The second section focuses on analysis of the components of the speaking course through Constructive Alignment Framework. The next section identifies some factors, which negatively affect the speaking course. The last section of this paper discusses the implications of constructive alignment for learning and teaching in ELI.
Highlights
Constructive alignment theory (Biggs, 1996), by and large, is "one of the most influential ideas in higher education" (Biggs & Tang, 2007: 11)
The basic principle of this concept is that the curriculum should be designed in a way that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course of study (Biggs, 2003)
The section of this paper focuses on a brief description of the Foundation Year English language program at KAU to examine the program in consideration of constructive alignment principles
Summary
Constructive alignment theory (Biggs, 1996), by and large, is "one of the most influential ideas in higher education" (Biggs & Tang, 2007: 11). According to Tambini (1999) language instructors should design their lesson plans in such a way that instructional objectives, learning and teaching activities, and assessment strategies employed in evaluating students learning are well aligned with one another. Constructive alignment is a theory of motivation and of planning which looks at teaching far beyond what goes on in the classroom (Brabrand, 2007). It should be the starting point when designing a language course, or a learning module that is based on what students should know and be able to demonstrate at the end of a particular course. The Saudi context has received no empirical attention in the professional literature
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