BACKWARD DESIGN IN PRACTICE: A QUALITATIVE STUDY OF LANGUAGE LEARNERS’ EXPERIENCES

Abstract

This paper reports on a qualitative study conducted to explore university level English language learners’ perceptions of Backward Design in classroom practice. Although, several international studies have examined Backward Design and curriculum alignment, this is the first study to investigate learners’ experiences of Backward Design within the Pakistani higher education context. Data were collected through structured interviews with 15 undergraduate students enrolled in English language courses at a Pakistani university.  The findings indicate that many learners appreciated Backward Designs’ emphasis on explicit outcomes and aligned assessments, reporting improved focus, clearer study strategies, and increased confidence when success criteria were transparent. However, Students initially noted a sense of strangeness, as they were not familiar with the Backward Design approach, and it took time for them to adjust to its emphasis on clearly defined outcomes and aligned tasks.