Creating Effective Learning Outcomes for EFL Classrooms

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Creating clear, actionable learning outcomes is an important part of effective language instruction. When developing English as a Foreign Language (EFL) courses, instructors need to be clear about what language competencies learners should develop after completing each lesson, unit, or course.

Learning outcomes also play a key role in language assessment and evaluation, making clear what linguistic knowledge and communicative abilities learners should have upon completion of the learning activity.

A well-written EFL learning outcome will focus on how the learner will be able to apply their new language knowledge in authentic communication contexts, rather than on a learner being able to merely recite grammar rules or vocabulary lists.

After reading this guide, you will understand the best way to set clear, actionable learning outcomes specifically for language acquisition, and how to write them to improve instruction and assessment within your EFL classroom.

Discover:

What are language learning outcomes?
5 types of language learning outcomes
Language learning outcomes vs language learning objectives
Examples of language learning objectives and outcomes
EFL learning outcomes examples
How to write effective language learning outcomes
Language learning outcomes verbs
How to set effective learning outcomes for different EFL contexts: From beginners to advanced learners
Aligning outcomes with CEFR levels
Integrating the four language skills into learning outcomes

What are language learning outcomes?

Language learning outcomes are descriptions of the specific linguistic knowledge, communicative skills, or cultural competencies that the learner will develop from a language learning activity, such as a lesson, unit, or course.

Language learning outcomes are measurable achievements that the learner will be able to demonstrate after the learning is complete, which helps language learners understand what they’ll gain from their engagement with the learning activity and how it contributes to their overall language proficiency.

The most useful EFL learning outcomes include a verb that describes an observable language action, a description of what the learner will be able to communicate and under which conditions they will be able to do it, and the proficiency level they should be able to reach.

5 types of language learning outcomes

Types of language learning outcomes	Description
1. Linguistic competence	With this type of learning outcome, the learner will understand and use grammar structures, vocabulary, pronunciation, and other formal aspects of the English language.
2. Sociolinguistic competence	In this type of learning outcome, the learner recognizes and produces language appropriate to different situations, considering factors like formality, politeness, and cultural context.
3. Discourse competence	This type of learning outcome is when the learner is able to create coherent spoken or written texts in English, using cohesive devices and organizational patterns effectively.
4. Strategic competence	This category is concerned with the learner’s ability to overcome communication breakdowns through strategies like circumlocution, paraphrasing, or clarification requests.
5. Intercultural competence	This is the learner’s ability to navigate cultural differences, understand cultural references, and adapt their communication accordingly when using English with people from diverse backgrounds.

Language learning outcomes vs. Language learning objectives: What’s the difference?

Language learning outcomes and language learning objectives are often used interchangeably, but understanding their distinction is crucial for effective EFL curriculum design and lesson planning.

The following breakdown offers insights into how these concepts relate, with examples that are relevant specifically to language teaching contexts.

Instructor’s intent vs. Learner’s experience

Language learning objective: The intent behind creating a language learning activity, focusing on what the instructor aims to teach.
Example: This lesson will introduce the present perfect tense and its common time markers.
Language learning outcome: The specific language ability that learners gain as a result of the activity.
Example: Learners can correctly use the present perfect tense to discuss their life experiences and recent activities.

Purpose vs. Outcome

Language learning objective: Expresses the purpose of a language learning experience and the anticipated focus of instruction.
Example: This class will explain and practice common phrasal verbs related to business communication.
Language learning outcome: Describes what language learners are equipped to do after completing the learning experience.
Example: Learners can identify and appropriately use business-related phrasal verbs in workplace correspondence and conversations.

Forward-looking vs. Reflective

Language learning objective: Focuses on what the language lesson aims to accomplish, looking toward future results.
Example: This lesson will outline strategies for polite disagreement in English.
Language learning outcome: Assesses what has been achieved by participants as a result of their engagement in the language learning session.
Example: Learners can effectively express disagreement in English using culturally appropriate hedging language and polite expressions.

Intended vs. Demonstrated achievement

Language learning objective: Sets the intention of what language points should be covered during the learning activity.
Example: This lesson will cover five essential conditionals for expressing hypothetical situations.
Language learning outcome: Reflects the actual demonstrable language skills achieved by learners.
Example: Learners can identify and correctly form conditional sentences to express hypothetical situations in spoken and written English.

Discrete knowledge vs. Holistic skillset

Language learning objective: Describes specific language concepts or structures to be covered.
Example: This lesson will teach vocabulary and expressions for describing trends in business English.
Language learning outcome: Emphasizes a broader set of communicative skills that learners can demonstrate consistently.
Example: Learners can confidently analyze and describe upward and downward trends in graphs and charts using appropriate business English vocabulary.

Examples of language learning objectives and language learning outcomes

Activity: A beginner EFL lesson on introductions
Language learning objective: This lesson will teach basic self-introduction expressions and personal information questions.

Language learning outcome: Learners can introduce themselves, provide basic personal information, and ask others similar questions using appropriate pronunciation and intonation.

This type of learning outcome deals with both linguistic and sociolinguistic competence. The learner can apply new language in a meaningful communicative context.

Activity: An intermediate class on English email writing
Language learning objective: This class will teach formal email structures and expressions for professional correspondence.

Language learning outcome: Learners can compose well-structured formal emails using appropriate opening and closing expressions, making requests politely, and organizing information logically.

This type of learning outcome measures discourse competence, as learners are able to create cohesive written texts for authentic purposes.

Activity: An advanced conversation class on handling communication breakdowns
Language learning objective: This session will cover strategies for maintaining conversation when facing vocabulary limitations.

Language learning outcome: Learners can effectively use circumlocution, paraphrasing, and clarification requests to navigate communication challenges when lacking specific vocabulary.

This type of learning outcome deals with strategic competence. The learner can overcome linguistic limitations to maintain successful communication.

Activity: A role-play focused on job interviews
Language learning objective: Session will demonstrate appropriate language and behavior for English-language job interviews.

Language learning outcome: Learners can confidently respond to common job interview questions, highlighting their qualifications with appropriate formal language and culturally suitable self-promotion strategies.

This learning outcome integrates linguistic, sociolinguistic, and intercultural competence elements.

Activity: A lesson on English idioms and expressions
Language learning objective: Lesson will introduce common English idioms related to business and work.

Language learning outcome: Learners can recognize common business idioms in context and appropriately incorporate them into their own professional discussions.

This outcome deals with both linguistic and intercultural competence, as idioms often carry cultural meanings beyond their literal translation.

You can see that, although language learning objectives and language learning outcomes are related, they are different, and address different aspects of the language learning process.

EFL learning outcomes examples

As mentioned above, well-written language learning outcomes focus on what the learner can concretely demonstrate after they complete the learning activity. A language learning outcome is only useful if it is measurable. So, it should include the observable language behaviors of the learner, the appropriate assessment method, and the specific criteria that demonstrates successful language use.

The following examples are well-written EFL learning outcomes:

Learners will be able to form questions in the simple past tense to obtain information about others’ weekend activities.
Learners will be able to use appropriate reading strategies to identify main ideas and supporting details in authentic news articles.
Learners will be able to distinguish between and correctly produce the /l/ and /r/ phonemes in spontaneous speech.
Learners will be able to employ hedging language and indirect expressions when making requests in formal situations.
Learners can use a range of cohesive devices to create a coherent 250-word opinion essay on a familiar topic.
Learners will be able to participate in a 5-minute group discussion, taking turns appropriately and using conversational gambits to involve others.

The following examples are poorly written EFL learning outcomes:

Learners will understand the simple past tense.
Learners will know how to read English articles.
Learners will appreciate English pronunciation.
Learners will know about polite expressions.
Learners will understand essay writing.
Learners will learn about speaking skills.

How to write language learning outcomes

Defining language learning outcomes is a key stage of EFL curriculum design and lesson planning, whether you follow communicative, task-based, or other methodological approaches.

When writing language learning outcomes for EFL contexts, there are a few rules that you should follow.

Language learning outcomes always use an action verb that describes observable language behavior.
Language learning outcomes must be written clearly, and should be easy to understand for both teachers and learners.
Language learning outcomes should clearly indicate what language skills or knowledge learners should develop.
Language learning outcomes must show what the expected level of language proficiency should be, and it should be reasonable to the current level of the learners.
Language learning outcomes help with assessment, and thus should clearly indicate what successful language performance looks like.
There should not be too few or too many learning outcomes. Four to six is the ideal number for a typical language lesson.

Language learning outcomes verbs

What action verbs can be used when writing EFL learning outcomes?

Depending on the language skill area and type of competence, different verbs are appropriate.

Linguistic Competence	Sociolinguistic Competence	Discourse Competence	Strategic Competence	Intercultural Competence
Conjugate	Distinguish	Compose	Paraphrase	Compare
Pronounce	Adapt	Organize	Circumlocute	Recognize
Identify	Select	Connect	Reformulate	Interpret
Form	Express	Sequence	Clarify	Adapt
Articulate	Modify	Structure	Negotiate	Explain
Differentiate	Choose	Develop	Compensate	Demonstrate
Classify	Apply	Create	Substitute	Analyze
Transform	Demonstrate	Outline	Approximate	Contrast
Construct	Respond	Summarize	Generalize	Evaluate
Define	Generate	Link	Repair	Justify
Reproduce	Respond	Draft	Rephrase	Mediate
Combine	Initiate	Revise	Overcome	Navigate
Transcribe	Maintain	Produce	Solve	Appreciate
Translate	Adjust	Edit	Improvise	Respect
Manipulate	Interpret	Present	Anticipate	Bridge

How to set effective learning outcomes for different EFL contexts: From beginners to advanced learners

Setting clear language learning outcomes is essential for successful EFL instruction, whether you’re teaching complete beginners, intermediate learners, or advanced students aiming for near-native proficiency.

A well-crafted language learning outcome ensures learners understand not only what linguistic elements they’re supposed to learn but also how to apply that knowledge in real-world communication.

Here’s a step-by-step guide to setting impactful language learning outcomes that are appropriate for different proficiency levels.

Identify the purpose of the language learning activity

Before defining a language learning outcome, ask yourself: What is the communicative purpose of this lesson or activity? The purpose should align with authentic language use that learners will encounter outside the classroom.

Beginner level: Helping learners introduce themselves and exchange basic personal information.
Intermediate level: Enabling learners to discuss advantages and disadvantages of controversial topics.
Advanced level: Developing learners’ ability to persuade others through nuanced argumentation.

Define what successful language use looks like

When crafting a language learning outcome, imagine what successful language users will be able to do by the end of the lesson. Think in terms of observable communicative actions. For example, will learners be able to request information, explain a process, or justify an opinion?

Beginner level: Learners can ask and answer simple questions about personal information using the present simple tense.
Intermediate level: Learners can discuss the pros and cons of social media using appropriate linking words to connect their ideas.
Advanced level: Learners can construct and deliver a persuasive 5-minute speech on a complex social issue, effectively using rhetorical devices.

Use action-oriented verbs that reflect language skills

To make your language learning outcomes specific and measurable, use clear, action-oriented verbs that describe what the learner will be able to do with the language. Verbs like “describe,” “narrate,” “request,” and “justify” help set clear expectations for language production.

Beginner level: “Learners will be able to describe their daily routines using simple present tense verbs with correct third-person singular forms.”
Intermediate level: “Learners will be able to narrate past experiences using appropriate past tenses and time expressions.”
Advanced level: “Learners will be able to synthesize information from multiple listening sources and present a balanced analysis of different viewpoints.”

Consider different language skills and competencies

EFL learning involves multiple skills and competencies. Ensure your outcomes address the appropriate balance of skills (listening, speaking, reading, writing) and competencies (linguistic, sociolinguistic, discourse, strategic, intercultural) for your lesson focus.

Listening focus: “Learners can identify specific details in a radio weather forecast and take appropriate notes.”
Reading focus: “Learners can scan authentic menus and identify dishes that match specific dietary requirements.”
Writing focus: “Learners can compose a formal complaint email using appropriate tone and organizational structure.”
Speaking focus: “Learners can negotiate meeting arrangements, suggesting alternatives and reaching compromise.”
Integrated skills: “Learners can research a topic online, prepare notes, and deliver a short presentation with appropriate visual aids.”

Keep the language learner at the center

A strong language learning outcome is always learner-focused. This means emphasizing what the learner will accomplish communicatively, rather than what language points the instructor will cover.

Instead of saying: “This lesson will cover the present perfect tense,” frame the outcome as: “Learners will be able to discuss their life experiences using the present perfect tense with appropriate time markers.”
Instead of: “This lesson will teach vocabulary for describing people,” use: “Learners will be able to provide detailed physical and personality descriptions of family members and friends.”

Ensure outcomes are measurable in terms of language performance

An effective language learning outcome should be measurable to assess whether it has been achieved. Think about how you can observe or test the language outcome through performance tasks that reflect authentic communication.

Beginner level: “Learners can order food and drinks in a restaurant role-play using at least five food vocabulary items and appropriate politeness expressions.”
Intermediate level: “Learners can write a 150-word review of a movie they have seen, using appropriate past tenses and at least three descriptive adjectives.”
Advanced level: “Learners can participate in a 15-minute debate, presenting arguments, countering opposing views, and using at least three complex grammatical structures.”

Align outcomes with real-world language use

Consider how learners will use the language in authentic contexts outside the classroom. This makes language learning outcomes more relevant and engaging for learners, whether they’re learning English for academic, professional, or personal purposes.

General English: “Learners can make and respond to suggestions about weekend activities using appropriate modal verbs and expressions of preference.”
Business English: “Learners can participate effectively in a simulated job interview, highlighting their qualifications and responding appropriately to unexpected questions.”
Academic English: “Learners can summarize the main findings of a research article and critically evaluate its methodology using appropriate academic vocabulary.”

Aligning outcomes with CEFR levels

The Common European Framework of Reference for Languages (CEFR) provides a comprehensive framework for describing language proficiency across different skills. Aligning your learning outcomes with CEFR descriptors ensures they are internationally recognizable and appropriately sequenced.

A1 (Beginner) level outcomes

“Learners can introduce themselves and others using simple expressions.”
“Learners can ask and answer questions about personal details such as where they live, people they know, and things they have.”
“Learners can interact in a simple way provided the other person talks slowly and clearly.”

A2 (Elementary) level outcomes

“Learners can describe in simple terms aspects of their background, immediate environment, and matters of immediate need.”
“Learners can communicate in simple and routine tasks requiring a direct exchange of information.”
“Learners can write short, simple notes and messages relating to immediate needs.”

B1 (Intermediate) level outcomes

“Learners can understand the main points of clear standard input on familiar matters regularly encountered in work, school, and leisure.”
“Learners can deal with most situations likely to arise while traveling in an area where the language is spoken.”
“Learners can produce simple connected text on topics that are familiar or of personal interest.”

B2 (Upper Intermediate) level outcomes

“Learners can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain.”
“Learners can write clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue.”
“Learners can understand the main ideas of complex text on both concrete and abstract topics.”

C1 (Advanced) level outcomes

“Learners can express themselves fluently and spontaneously without much obvious searching for expressions.”
“Learners can use language flexibly and effectively for social, academic, and professional purposes.”
“Learners can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns and cohesive devices.”

C2 (Proficiency) level outcomes

“Learners can summarize information from different spoken and written sources, reconstructing arguments in a coherent presentation.”
“Learners can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.”
“Learners can mediate effectively between speakers of the target language and of their community of origin.”

Integrating the four language skills into learning outcomes

Comprehensive language learning involves developing all four skills: listening, speaking, reading, and writing. Your outcomes should reflect how these skills will be developed, either individually or in integrated activities.

Listening skill outcomes

“Learners will be able to identify the main points in a 3-minute news broadcast about a familiar topic.”
“Learners will be able to follow detailed directions to locate a place on a map.”
“Learners will be able to recognize different speakers’ attitudes through their intonation patterns.”

Speaking skill outcomes

“Learners will be able to participate in a 5-minute conversation about hobbies, asking appropriate follow-up questions.”
“Learners will be able to give a structured 3-minute presentation about their home country using visual aids.”
“Learners will be able to negotiate a solution to a simulated workplace problem using appropriate persuasive language.”

Reading skill outcomes

“Learners will be able to scan a website to locate specific information about product features and prices.”
“Learners will be able to identify the writer’s purpose and intended audience in short newspaper articles.”
“Learners will be able to infer meaning of unfamiliar vocabulary from context in authentic texts.”

Writing skill outcomes

“Learners will be able to compose a 150-word email requesting information about a language course.”
“Learners will be able to summarize the plot of a film or book in 200 words using appropriate sequencing devices.”
“Learners will be able to write a 300-word argumentative essay supporting their opinion with two clearly explained reasons.”

Integrated skills outcomes

“Learners will be able to listen to a lecture, take effective notes, and write a summary paragraph of the main points.”
“Learners will be able to read a controversial article, identify key arguments, and participate in a small group discussion expressing and justifying their own views.”
“Learners will be able to research a topic online, compile key information, and deliver a well-structured oral presentation with appropriate visual support.”

In summary

Creating effective language learning outcomes is the foundation for successful EFL teaching. By focusing on observable language performance, aligning with appropriate proficiency levels, and integrating authentic communicative purposes, you provide clear direction for both yourself and your learners.

Well-crafted learning outcomes help your students understand what they’re working toward, allow you to design appropriate learning activities and assessments, and ensure your teaching remains focused on developing practical language skills that learners can apply in real-world contexts.

Remember that effective language learning outcomes should be:

Clear and understandable
Focused on observable language performance
Appropriate to learners’ current proficiency level
Measurable through realistic tasks
Relevant to learners’ authentic language needs
Aligned with recognized frameworks like the CEFR

With these principles in mind, you can create language learning outcomes that will guide your teaching and help your EFL learners achieve meaningful progress in their English language development.