A Process-Oriented Approach to English Curriculum Design: A Case Study

Purpose: The purpose of this study is to explore the role of instructors in English curriculum design and to further investigate whether a top-down curriculum assigned by the curriculum unit or one developed collaboratively with instructors would yield better results. Design/Methodology/Approach: In this case study, a qualitative research design was conducted to determine instructors’ attitudes toward a process-oriented curriculum during the spring semester of 2023-2024. Data was gathered through semi-structured interviews and focus group discussions and analyzed using thematic analysis procedures. The research was carried out in one of the private universities in Türkiye and included eight instructors (two male and six female) with more than ten years of experience in English language teaching at different levels. Findings: The study revealed that both a curriculum prepared by a unit with trained staff and a curriculum including all the teaching staff have ups and downs. In addition, participants reported increased process awareness when included in curriculum design yet highlighted organizational challenges. if carefully organized and scaffolded, a process-oriented curriculum with the collaboration of both instructors and curriculum unit would generate better outcomes. Highlights: Curriculum, content, and instructional planning are among the most influential predictors of success in language classes. The individuals involved—whether classroom instructors or curriculum designers—play a critical role in determining that success. When instructors have a voice in curriculum development, they gain a deeper understanding of its content and the rationale behind each step. Conversely, a strictly top-down approach, where each step is prescribed by the curriculum unit, may compromise quality and limit flexibility. Therefore, exploring the most effective practices is necessary and valuable.