ABSTRACT

The factors influencing the alignment between English curriculum standards and examination content remain inadequately understood. This study seeks to enhance understanding by examining the perspectives of English language instruction and research specialists, alongside junior English teachers within the context of Chinese junior high schools. A qualitative case study design was employed, with 15 participants selected from Chinese junior high schools. Thematic analysis of the data revealed four primary themes and their associated sub-themes: (1) the curriculum standard itself, primarily encompassing its practicality and clarity; (2) internal school factors, including sub-themes such as students’ learning conditions, school support, and teachers' initiative, with the latter covering teachers’ knowledge, beliefs, and cultural attitudes; (3) external factors, such as government educational policies and the cognitive and supportive role of learners' families in English learning; and (4) the nature of English examinations. Among these, students’ English learning conditions emerged as the most influential factor, as indicated by all interview participants. Notably, the nature of the English examination was identified as a new primary theme, with sub-themes distinct from those highlighted in existing literature on factors influencing alignment. The themes identified in this study address a research gap, as no prior studies have examined factors affecting alignment between English curriculum standards and examination content. This new component is anticipated to stimulate further research on alignment factors within standard-based education studies.