The International Journal of Humanities & Social Studies

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Throughout the world it is a matter of discussion that what should be the constructive alignment in a syllabus. This study contributes something in this area. For English syllabus perceptions have been studied for both teachers and students’ in a Vietnamese university.  Through structured and semi-structured data collection tools data had been collected from 60 faculties and 167 pupils of South Vietnam. Data were of two types: qualitative and quantitative. An agreement has been noticed for both teachers and students regarding the association between the learning outcomes and teaching and assessment activities in the General English syllabus. Based on result, effect of syllabus reframing has been captured.


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