Voicing English Learning Needs: A Compatibility Analysis of ‘ Foreign Language I’ Syllabus in Ethiopia

In response to suboptimal English language proficiency among undergraduate students in Ethiopia, the Ministry of Education implemented a nationally harmonized curriculum for the BA in Tourism and Hotel Management. It replaced tailored English for Specific Purposes (ESP) modules with generic language courses - specifically Foreign Language I. Guided by an applied linguistics - based and tourism-focused framework, this study critically evaluates how effectively the Foreign Language I syllabus aligns with students’ English learning needs, graduate profile indicators, and national human capital priorities. Utilizing a qualitative document-analytic design, the study conducted a Qualitative Content Analysis (QCA) of the syllabus, complemented by a Preferred Reporting Items for Systematic reviews and Meta‑Analyses for scoping review (PRISMA-ScR-guided scoping review) of 99 empirical sources (4 theses and 95 research articles). A hybrid deductive-inductive coding scheme evaluated alignment across eight skill domains and four core criteria. The results reveal systemic horizontal and vertical misalignments, yielding a low average alignment score of 2.2 out of 4.0 ("Inappropriate/Misaligned"). Listening, reading, writing, vocabulary, and intercultural communication components are severely underdeveloped, while grammar and pronunciation show only partial relevance. The current syllabus is pedagogically inappropriate; it could not adequately support learner readiness and industry responsiveness. Therefore, an evidence-based syllabus redesign grounded in ESP principles and workplace-validated communicative tasks is urgently recommended.