Learning Outcomes (LOs) are goals that describe how a student will be different because of a learning experience. The program learning outcomes of the Department of English at KUST are achieved by the students at the completion of the four-year curriculum. The Department of English identifies nine program learning outcomes (shown in the table below) that graduates from the Department of English with a Bachelor of Arts in English Language and Literature must have. These learning outcomes are in compliance with international standards set by CEA (Commission on English Language Program Accreditation).

Program Learning Outcomes (PLOs)


The ability to read, understand, interpret, explicate, elucidate, synopsize, evaluate and analyze texts written in a wide variety of forms, styles, structures, and modes in English.


The ability to communicate and express ideas clearly, fluently and effectively in writing and speech using a very good command of the English language.


A broad knowledge of the history, development, aspects, and components of the English language.


A broad knowledge of the history, development, genres, subgenres, periods and contexts of British and American literature.


The ability to conduct research and produce academic, well organized, well documented and logical research papers and presentations.


The ability to detect and correct English-language errors, flaws and defects in texts and discourse produced in English.


The ability to communicate in an Indo-European language other than English.


The ability to translate discourse between English and at least one other language.


The ability to assess various life situations effectively and make sound value judgments and ethical decisions.


Minor LOs such as the ability to work with computers, the ability to address ethical issues, the ability to identify and cope with university experience, are not mapped in this chart, since they are regarded as generic LOs expected from the entire KUST student population.

Since the majority of the courses on the curriculum cover aspects of the English language, these courses are interrelated and may therefore contribute to more than one learning outcome. A very good example is the course titled “Phonetics”. Although this course mainly contributes to learning outcome B, it can also enhance learning outcomes C and F.