Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
1ELT513Syllabus Design and Evaluation3+0+03708.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course To critically examine the major theories, principles, models, and approaches underpinning syllabus and course design in ELT; translate needs and context analysis findings into coherent goals, objectives, learning outcomes, and content decisions; design, adapt, and sequence syllabi that demonstrate constructive alignment among learner needs, outcomes, content, pedagogy, materials, and assessment; evaluate existing syllabi using research-informed criteria; and develop context-sensitive, inclusive, ethical, and sustainable syllabus decisions that respond to learner diversity and emerging developments in ELT.
Course Content This course examines the theoretical foundations, principles, processes, and practical applications of syllabus design and evaluation in ELT. It critically explores the relationship among curriculum, course, and syllabus; needs analysis; goals, objectives and learning outcomes; content selection and sequencing; major syllabus types; principles of course planning; task- and competency-oriented design; alignment with proficiency frameworks such as the CEFR; contextual adaptation; and the evaluation and redesign of syllabi. Particular emphasis is placed on evidence-informed decision-making, learner diversity, contextual relevance, coherence, constructive alignment, and the critical evaluation of existing ELT syllabi in Turkish and international contexts.
Course Methods and Techniques Explanation of lesson content; pre-class preparation; in-class discussion of assignments; in-class studies; collaborative work; syllabus design workshops; critical review and evaluation; project presentations; peer review and course synthesis.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Mehmet Salih YOĞUN msalih.yogun@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle.
Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
White, R. V. (1988). The ELT curriculum: Design, innovation and management. Basil Blackwell.
Course Notes Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle.
Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
White, R. V. (1988). The ELT curriculum: Design, innovation and management. Basil Blackwell.

Course Category
Education %60
Field %40

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 7 98
Assignments 4 5 20
Presentation 1 10 10
Mid-terms 1 15 15
Project 1 10 10
Final examination 1 15 15
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Critically examine major theories, principles, models, and approaches underpinning syllabus and course design in ELT.
2 Conduct and interpret needs analyses and translate learner, institutional, contextual, and policy-related information into coherent goals, objectives, learning outcomes, and content decisions.
3 Design, adapt, and sequence an ELT syllabus that demonstrates constructive alignment among learner needs, outcomes, content, pedagogy, materials, and assessment.
4 Critically evaluate existing ELT syllabi and curriculum documents using explicit, research-informed criteria and evidence from relevant stakeholders and educational contexts.
5 Justify context-sensitive, inclusive, ethical, and sustainable syllabus decisions and propose evidence-informed revisions that respond to learner diversity and emerging developments in ELT.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction and revision of the syllabus; discussion of the course policies, expectations, and assessment and evaluation. - -
2 Theoretical foundations and models of syllabus design. - -
3 Needs analysis and context analysis. - -
4 Goals, objectives, and learning outcomes. - -
5 Content selection, organization, and sequencing. - -
6 Syllabus models in contemporary ELT. - -
7 Course planning, materials, pedagogy, and assessment alignment. - -
8 Syllabus design workshop and critical review. - -
9 Mid-term exam week. - -
10 Syllabus evaluation: Principles, criteria, and evidence. - -
11 Evaluating syllabi for quality, equity, and contextual relevance. - -
12 Adapting and redesigning syllabi for diverse learners and contexts. - -
13 Innovation, technology, and emerging directions in syllabus design. - -
14 Project presentations, peer review, and course synthesis. - -
15 Review. - -

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 5 5 3 3 2 5 4 3 4 5 4
C2 5 5 4 4 5 3 4 4 4 5 4 4
C3 5 5 4 4 5 4 5 4 4 5 5 5
C4 4 5 5 5 5 4 4 4 5 5 5 4
C5 5 5 5 5 5 4 5 5 5 5 5 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant