EFL Students' Suggestions for Enhancing the Constructive Alignment of the English Studies Program in response to the English Proficiency Outcome at the C1 Level

Abstract

This study was conducted to investigate English Studies majored-students’ understanding of the constructive alignment and their suggestions to enhance the constructive alignment in the program in response to the English proficiency outcome at the C1 level. The study was designed qualitatively, employing structured-questionnaires and individual semi-structured interviews as collecting data instruments, which were mainly constructed from the Constructive Alignment theory of Biggs (2003). 34 senior students majoring in English Studies at a university in the Mekong Delta of Vietnam participated in the questionnaires. Among those participants, 5 students were recruited based on their perceptions on the theme to do the interviews. The findings indicated the high level of students’ understanding on the constructive alignment, and their proposed recommendations towards enhancing the constructive alignment in the program. From the findings, the study suggested some implications to boost the constructive alignment. Finally, at the end of the study, the limitations and the suggestions for further research were also discussed.