AN EVALUATION OF SYLLABUS DESIGN PRACTICES IN ENGLISH LANGUAGE TEACHING: PRODUCT-ORIENTED AND PROCESS-ORIENTED PERSPECTIVES

Abstract

Syllabus design is a central component of English Language Teaching (ELT) as it shapes instructional practices, learning experiences, and assessment procedures. Over time, differing theoretical perspectives on language and learning have given rise to various syllabus models, among which product-oriented and process-oriented approaches remain prominent. This study evaluates syllabus design practices in ELT by examining how these two orientations are reflected in learning objectives, content organization, teaching–learning activities, teacher and learner roles, and assessment practices. Adopting a qualitative document analysis approach, the study analyzes selected English language syllabuses to identify dominant design principles and patterns of integration. The findings indicate a strong prevalence of product-oriented features, particularly in outcome specification and assessment, alongside selective incorporation of process-oriented elements in classroom activities. This imbalance highlights ongoing tensions between institutional demands for standardization and pedagogical efforts to promote communicative, learner-centered instruction. The study concludes that effective syllabus design requires a context-sensitive, integrated approach that aligns objectives, instructional processes, and assessment methods to support comprehensive language development.