This study revisits the structure of an English Language Teaching (ELT) curriculum for an undergraduate program based on the Indonesian National Qualification Framework (INQF). We investigated whether learning outcomes in ELT programs are effectively translated into the INQF. This study applied content analysis and grounded theory in its data analysis. As primary data sources, we used curriculum documents that were obtained online and conducted interviews with 60 respondents. The learning outcomes developed by the ELT Association, meanwhile, acted as secondary data. We found that the learning outcomes described in ELT curriculums are somewhat confused, and some revitalization is needed to make them effective. The matrix approach to developing a curriculum has made learning outcomes unfocused, while clusters of course groups remain undeveloped. The classification of learning outcomes is also not defined, and the course requirement of 144 credits is not distributed evenly through skill categories, semesters, and learning outcomes. This study is limited in that a relatively low number of respondents were recruited, implying that future research is needed with a wider range of participants if we are to use a course group matrix to revitalize their program learning outcomes, as well as their course and unit learning outcomes.