Curriculum Misalignment in Foundation EAP Program: A Multi-Level Analysis of the Transition to Disciplinary Study in Higher Education

This study examines curriculum alignment in a foundation English for Academic Purposes (EAP) program at a public university in Oman, focusing on how effectively it prepares students for disciplinary study. Addressing a key gap in the literature, it integrates the perspectives of five EAP teachers and ten EAP students, alongside those of five disciplinary lecturers and ten disciplinary students. Drawing on a Curriculum Interface–Cognition framework as an analytical lens, the study examines curriculum across macro (intended), meso (implemented), and micro (experienced) levels. Data was generated through semi-structured interviews and focus groups, and was analysed thematically. The findings reveal a systemic misalignment between the general orientation of the EAP curriculum and the discipline-specific academic literacies required in faculty programs. While the curriculum is internally coherent as a general academic English course, it does not adequately support students’ transition into disciplinary study. Teachers attempt to compensate through adaptive practices, but these remain structurally constrained, while students report difficulties engaging with disciplinary texts and tasks. Importantly, this misalignment extends beyond the foundation stage into post-foundation provision. The study offers practical insights for EAP practitioners, curriculum designers, and higher education policymakers, particularly for addressing alignment as a longitudinal issue that extends beyond the foundation stage.