EFL Students’ Perception of Outcome-Based Education Classroom Practices in the English Education Study Program

Abstract

This study describes English as a Foreign Language (EFL) students’ perceptions of Outcome-Based Education (OBE) curriculum implementation in the English Education Study Program at Tadulako University, focusing on four dimensions: student-centered learning, classroom activities, lecturer-student interaction, and alignment with intended course learning outcomes (CPMK). Examining students’ perceptions is important because their experiences provide direct evidence of how OBE principles are enacted in classroom practices and can reveal aspects of implementation that require improvement. A qualitative descriptive design was employed using in-depth semi-structured interviews with four students from the 2024 cohort who had completed four semesters of OBE-based instruction. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed three main themes and one subtheme: clarity of learning objectives provided a structured direction; active participation was structurally facilitated yet constrained by individual factors; and lecturer-student interaction was positive in class but less consistent outside class hours, alongside workload concerns. Overall, participants held favorable perceptions of OBE implementation, although variations in classroom participation, interaction, and workload warrant attention from lecturers and curriculum developers.