ARTICLE

FOCUSING CURRICULUM ALIGNMENT TO ENHANCE STUDENT LEARNING OUTCOMES IMPLICATIONS FOR ENGLISH LANGUAGE TEACHERS AT SECONDARY LEVEL

  1. HOME
  2. ARTICLE

10 Pages : 110-123

http://dx.doi.org/10.31703/gesr.2022(VII-III).10      10.31703/gesr.2022(VII-III).10      Published : Sep 2022

Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level

Abstract

    This study was aimed to know the perception of secondary school English language teachers regarding curriculum alignment pattern between three components; written SLOs documented in the National Curriculum 2006, teaching practices, and assessment techniques. A qualitative research design was used and 20 English language teachers from the Federal Directorate of Education, Islamabad were selected. Due to the saturation point only 12 participants (M=7, F=5) were interviewed. The interviews were transcribed, categorized and then thematically analyzed. Three main themes and eight sub-themes emerged. The main themes stressed the need to Understand curriculum alignment in terms of the English language, focus curriculum alignment at the instructional level, and align assessment with given student learning outcomes. It was found that teachers are not trained in using written curriculum document. Additionally, it was reported that equal representation was not given to four areas of language i.e., writing, speaking, listening and reading. It was, therefore, recommended that teacher training programs may be initiated to train teacher on the use of written curriculum documents and help them understand the importance of written curriculum with classroom teaching and assessments. Moreover, it is suggested to provide adequate resources to the teachers for effective implementation of written curriculum and enhancement of students learning outcomes.

     

    Curriculum Alignment, Student Learning, Instructions, Teaching English Language, Testing English Language

    (1) Nosheen Akhtar
    Research Scholar, National University of Modern Languages, Islamabad, Pakistan
    (2) Jamila Begum
    Assistant Professor, Department of Educational Sciences, National University of Modern Languages, Islamabad, Pakistan.
    (3) Sonaina
    Research Scholar, National University of Modern Languages, Islamabad, Pakistan.
Fulltext PDF

References

  • Ali, S., & Tahir, M. (2009). Reforming education in Pakistan – tracing global links. Journal of Research and Reflections in Education, 3(15), 1–16. https://ecommons.aku.edu/pakistan_ied_pdck/77
  • Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1), 1–30 https://doi.org/10.1186/s40561-020-00134-7
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
  • Anil, Ö., & Batdi, V. (2015). A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey. Journal of Education and Training Studies, 3(6), 212–219. https://doi.org/10.11114/jets.v3i6.1038
  • Aziz, M., Bloom, D. E., Humair, S., Jimenez, E., Rosenberg, L., & Sathar, Z. (2014). Education system reform in Pakistan: why, when, and how? (No. 76). IZA Policy Paper.
  • Baker, E. L. (2005). Aligning curriculum, standards, and assessments: Fulfilling the promise of school reform. Measurement and research in the accountability era, 315-335.
  • Biggs, J. (2002). Aligning the curriculum to promote good learning, Constructive Alignment in Action: Imaginative Curriculum Symposium, LTSN Generic Centre. http://www.palatine.ac.uk/files/1023.pdf
  • Clarke, N. A., Stow, S., Ruebling, C., & Kayona, F. (2006). Developing Standards- Based Curricula and Assessments: Lessons from the Field. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(6), 258–261. https://doi.org/10.3200/tchs.79.6.258-261
  • Ellis, A. K. (2014). Exemplars of curriculum theory. Routledge.
  • English, F. W. (2000). Deciding what to teach and test: Developing, aligning, and auditing the curriculum. Corwin Press.
  • Fulmer, G. W. (2011). Estimating Critical Values for Strength of Alignment Among Curriculum, Assessments, and Instruction. Journal of Educational and Behavioral Statistics, 36(3), 381–402. https://doi.org/10.3102/1076998610381397
  • Gay, L. R. (1996). Student guide to accompany Educational research: Competencies for analysis and application fifth edition. Merrill.
  • Gilakjani, A. P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113 https://doi.org/10.5296/jse.v2i1.1007
  • Government of Pakistan (2007). National Textbook and Learning Materials Policy and Plan of Action. Islamabad: Curriculum Wing, Ministry of Education.
  • Gross, B., Booker, T. K., & Goldhaber, D. (2009). Boosting Student Achievement: The Effect of Comprehensive School Reform on Student Achievement. Educational Evaluation and Policy Analysis, 31(2), 111–126. https://doi.org/10.3102/0162373709333886
  • Hinkel, E. (2010). Integrating the Four Skills: Current and Historical Perspectives. In Oxford Handbooks Online. Oxford University Press https://doi.org/10.1093/oxfordhb/9780195384253.013.0008
  • Hussain, Z., Adeeb, A., & Aslam, H. D. (2014). Curriculum Implementation and Feedback Mechanism at Secondary School Level in Punjab Pakistan. International Journal of Learning and Development, 1(2), 92–98. https://doi.org/10.5296/ijld.v1i2.6645
  • Leitzel, T. C., & Vogler, D. E. (1994). Curriculum Alignment: Theory to Practice.
  • Mahmood, K. (2010). Textbook evaluation in Pakistan: Issue of conformity to the national curriculum guidelines. Bulletin of Education and Research, 32(1), 15-36.
  • Makmur, A. (2000). Qualitative research in english language teaching. In National seminar proceeding (Vol. 31).
  • Malik, R. (2007). Aid effectiveness and the role of donor intervention in the education sector in Pakistan - a review of issues and literature. In SSOAR (Vol. 6). University of Cambridge, Faculty of Education, Research Consortium on Educational Outcomes and Poverty (RECOUP). https://nbn-resolving.org/urn:nbn:de:0168-ssoar-67308
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. International Journal of Higher Education, 2(2), 86–92. https://doi.org/10.5430/ijhe.v2n2p86
  • Ministry of Education. (2006). National Curriculum 2006. Government of Pakistan: Islamabad.
  • Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core Standards. Educational Researcher, 40(3), 103–116. https://doi.org/10.3102/0013189x11405038
  • Smith, R. J. (2012). Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. https://ro.ecu.edu.au/theses/489
  • Squires, D. (2012). Curriculum alignment research suggests that alignment can improve student achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(4), 129- 135. http://dx.doi.org/10.1080/00098655.2012.657723
  • Syed, S. Z., Asif, M., & Yousaf, A. (2011). Rethinking ECE in Pakistan. Journal of Elementary Education, 21(2), 65-76.
  • Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections in Education, 6(2), 103-112 http://www.ue.edu.pk/journal.asp
  • Wazeema, T. M. F., & Kareema, M. I. F. (2017). Implication of multimedia audio- visual aids in the English language classroom. Proceedings of 7th International Symposium, SEUSL, 7th & 8th December 2017

Cite this article

APA

    APA : Akhtar, N., Begum, J., & Sonaina. (2022). Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level. Global Educational Studies Review, VII(III), 110-123. https://doi.org/10.31703/gesr.2022(VII-III).10

CHICAGO

    CHICAGO : Akhtar, Nosheen, Jamila Begum, and Sonaina. 2022. "Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level." Global Educational Studies Review, VII (III): 110-123 doi: 10.31703/gesr.2022(VII-III).10

HARVARD

    HARVARD : AKHTAR, N., BEGUM, J. & SONAINA. 2022. Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level. Global Educational Studies Review, VII, 110-123.

MHRA

    MHRA : Akhtar, Nosheen, Jamila Begum, and Sonaina. 2022. "Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level." Global Educational Studies Review, VII: 110-123

MLA

    MLA : Akhtar, Nosheen, Jamila Begum, and Sonaina. "Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level." Global Educational Studies Review, VII.III (2022): 110-123 Print.

OXFORD

    OXFORD : Akhtar, Nosheen, Begum, Jamila, and Sonaina, (2022), "Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level", Global Educational Studies Review, VII (III), 110-123

TURABIAN

    TURABIAN : Akhtar, Nosheen, Jamila Begum, and Sonaina. "Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level." Global Educational Studies Review VII, no. III (2022): 110-123. https://doi.org/10.31703/gesr.2022(VII-III).10