The constructive alignment of objectives, tasks, and assessment in hybrid language training

This study explores the application of constructive alignment in the design and implementation of a hybrid language training program for university students. Grounded in constructivist learning theory, the concept of constructive alignment emphasizes coherence between intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs). Using a qualitative case study approach, the research investigates how this pedagogical model can enhance the effectiveness of hybrid instruction, particularly in the development of language skills. Data were collected from instructional documents, learner productions, teacher reflections, student feedback, and Moodle analytics over a six-week training period. The findings reveal that aligned hybrid design promotes learner engagement, autonomy, and clarity of expectations, leading to improved language performance and metacognitive awareness. Despite challenges related to digital fatigue, design consistency, and learner variability, the study demonstrates that constructive alignment offers a robust framework for creating coherent, goal-oriented hybrid learning experiences. A transferable model of aligned hybrid training is proposed, with implications for instructional design and future research in language education and digital pedagogy.