摘要：AbstractThe purpose of this study was to examine the alignment between the Malaysian ESL reading curriculum at the Form Four level and its execution at the textbook development level as well as at the instructional implementation level. The findings of the study indicate that there are misalignments between what is proposed in the Form Four English Language Curriculum Specifications and what is proposed in the textbook and executed at the instructional level. The findings of this study have implications on ESL teacher training as well textbook development.
