EFL STUDENTS’ PERCEPTIONS OF THE CONSTRUCTIVE ALIGNMENT OF PROGRAM COMPONENTS IN RESPONSE TO ENGLISH PROFICIENCY OUTCOME

Abstract

The constructive theory has been applied in classrooms over the last few decades to serve achieving the intended learning outcomes. The purpose of the present study was to examine the extent to which English majors were satisfied with the program’s constructive alignment in response to achieving the English proficiency outcome at the level 5 in accordance with Vietnamese Standardized Test of English Proficiency (VSTEP) framework from the perspective of the students. The study was developed as a mixed-method study, employing a questionnaire and interviews as data collection instruments based on the Constructive Alignment approach of Biggs (2003). The survey was completed by 117 seniors majoring in English Studies at a university in the Mekong Delta. Subsequent to the quantitative analysis of the questionnaire data, ten students were selected for the interviews based on their general perceptions of the topic. The findings revealed a high degree of student satisfaction with the program’s constructive alignment, despite certain areas of satisfaction and dissatisfaction with the program’s constructive alignment. Based on the findings, the researcher proposed a number of recommendations to enhance the program’s constructive alignment in response to achieving the intended learning outcome