This study investigates the extent to which students perceive constructive alignment among educational components in the General English 3 course at Nam Can Tho University, and how such alignment supports achievement of the English proficiency at level 3, as defined by Vietnam’s 6-level Foreign Language Proficiency Framework. Drawing on Biggs’ (2003) Constructive Alignment theory, the research adopts a sequential mixed-methods design, comprising a quantitative survey of 1128 non-English-major students and qualitative interviews with 25 students. The findings indicate moderate to positive perceptions of alignment across key domains, including intended learning outcomes (ILOs), course content, teaching methods, and assessment-feedback approaches. However, gaps persist in students' understanding of ILOs, active engagement in class, and clarity in assessment criteria. The study concludes by offering pedagogical recommendations for improving curriculum design, enhancing alignment, and supporting students in achieving the required foreign language learning outcomes. Article visualizations
