Abstract

Outcome-Based Education (OBE) demands innovative Instructional Designs (ID) in the 21 century. Being a descriptivequalitative research, this paper aimed to (1) identify the ID used in the English language curricula of a private tertiary level institution in the Southern Luzon, Philippines, (2) determined the elements that the ID of the English language curricula in the institution contains, and (3) attempted at proposing an outcome-based ID in English for Academic Purposes (EAP) and English for Occupational (EOP) Purposes courses. Ten English teachers, sampled purposively, participated in the study. Based on the data that were analyzed using content analysis, results revealed that (1) the ID of the English language curricula in the institution is actually non-existent, and that the instructors are uncertain about it. Second, some instructors subtly referred to (2) the syllabus as the only element in the ID of the English language curricula in the institution. They also advised sound elements (i.e. objectives, lessons, activities, outcomes, evaluation) that can be integrated in an ID for EAP and EOP courses. Accordingly, (3) an ID so-called as OBE EAP-EOP Model: An Instructional Design in English for Specific Purposes courses based on the OBE paradigm has been developed and proposed assimilating the suggested ID elements. The ID, however, is yet a proposal. In this regard, forthcoming research investigations shall focus on the other components or stages of instructional design.

Keywords
English for Specific Purposes, Outcome-based Education, Instructional Design.

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