RECONFIGURING INSTRUCTIONAL COHERENCE: A FUZZY DELPHI VALIDATION OF A MULTI-DIMENSIONAL DESIGN FOR BIG IDEAS–ORIENTED EFL INSTRUCTION

Abstract

Big Ideas have been introduced as a principle for organizing curriculum knowledge to support conceptual coherence in EFL. Existing alignment-based models, which focus on coordinating objectives, teaching activities, and assessment, remain limited when instructional design involves multiple interacting dimensions. This study reconceptualizes instructional coherence as a structurally differentiated condition and develops a multi-dimensional framework for EFL instructional design. Using the Fuzzy Delphi Method, 10 experts evaluated 37 design items across five dimensions: objectives, content, instructional strategies, resources, and assessment. All items met the acceptance criteria (d ≤ 0.20; consensus ≥ 75%). The results reveal a patterned distribution of agreement, distinguishing stable core elements from context-sensitive components. Objectives, content, and assessment show relatively high stability, while strategies, resources, and operational aspects of assessment require contextual adaptation. Based on these findings, the study proposes a structured design framework that supports instructional planning by stabilizing key elements while allowing flexibility in implementation. The framework provides practical guidance for EFL teachers in organizing coherent instruction under varying classroom conditions.