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Impact of a PhD ELT program on academic development of students at a Turkish state university

Year 2014, Volume: 3 Issue: 3, 111 - 139, 28.11.2014

Abstract

A doctoral program is a lengthy process lasting at least four years which requires students having a great deal of commitment and perseverance to acquire the intended and unintended learning outcomes for the sake of being competent researchers. However, there has not been any attempt as a scientific inquiry into evaluation of any ELT PhD program in Turkish context.  To fill this research gap, the present study was conducted to evaluate the ELT PhD program at a Turkish state university with an explicit focus on its learning outcomes. To do so, a questionnaire was administrated to 24 students and a focus group interview was conducted by 7 students. According to the results of the study, the program was perceived to be successful in developing analytical and critical thinking skills in conducting research. It was also found out that more comprehensive course materials, and more timely and intensive feedback should be provided by the course instructors for the improvement of the program.  

References

  • Başkan, G. A., & Özcan, D. (2011). Current tendencies in curriculum and instruction studies presented in World Conferences on educational sciences. Procedia Social and Behavioural Sciences, 15, 4005-4012.
  • Beretta, A. (1986). Toward a methodology of ESL program evaluation. TESOL Quarterly, 20(1), 144-154.
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Cranton, P. A., & Legge, L. H. (1978). Program evaluation in higher education. The Journal of Higher Education, 49(5), 464-471.
  • Çetinavcı, U. R., & Zehir-Topkaya, E. (2012). A contrastive qualitative evaluation of two different sequential programs launched at the school of foreign languages of a Turkish university. Turkish Online Journal of Qualitative Inquiry, 3(3), 82-101.
  • Fer, S. (2004). Qualitative evaluation of emotional intelligence in-service program for secondary school teachers. The Qualitative Report, 9, 562-568.
  • Fraser, S. P., & Bosanquet, A. M. (2007). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3), 269-284.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.105-117). Thousand Oaks, CA: Sage.
  • Johnston, B. (2009). Collaborative teacher development. In A. Burns & J. C. Richards (Eds), The Cambridge guide to second language teacher education (pp. 241-249). Cambridge University Press: Cambridge.
  • Kanatlar, A. Z. (1996). An evaluation of the M.A TEFL program at Bilkent University. Unpublished Master Thesis, Bilkent University, Ankara, Turkey.
  • Karataş, H., & Fer, S. (2009). Evaluation of English curriculum at Yıldız Technical University using CIPP model. Education and Science, 34(153), 47-60.
  • Kırmızı, Ö. (2011). An evaluation of M.A. ELT programs in Turkey. Unpublished Doctoral Dissertation, Hacettepe University, Ankara, Turkey.
  • Levine, T. (2002). Stability and change in curriculum evaluation. Studies in Educational Evaluation, 28, 1-33.
  • Lynch, B. K. (1996). Language Program Evaluation: Theory and Practice. Cambridge: CUP.
  • Nunan, D., & Bailey, K.M. (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Heinle Cengage Learning: USA.
  • Owen, J. M. (1999). Program evaluation: Forms and approaches (3rd ed). New York: Guilford Press.
  • Richards, J. C. (2010). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33.
  • Stufflebeam, D. L. (2003). The CIPP model for evaluation. International Handbook of Educational Evaluation, 31-62.
  • Yavuz, A., & Zehir-Topkaya, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL, 7(1), 64-83.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press: Cambridge.
  • Watanabe, Y., & Pang, A. (2007). Program evaluation: Utilizing needs analysis for decision making. 2007 TESOL Convention.
  • Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • YÖK (1998). Restructuring of teacher education. Ankara: YÖK Publications.
  • YÖK (2007). Teacher education and education faculties. Ankara: YÖK Publications.
  • Zehir-Topkaya, E., & Küçük, Ö. (2010). An evaluation of 4th and 5th grade English language teaching program. Elementary Education Online, 9(1), 52-65.
Year 2014, Volume: 3 Issue: 3, 111 - 139, 28.11.2014

Abstract

References

  • Başkan, G. A., & Özcan, D. (2011). Current tendencies in curriculum and instruction studies presented in World Conferences on educational sciences. Procedia Social and Behavioural Sciences, 15, 4005-4012.
  • Beretta, A. (1986). Toward a methodology of ESL program evaluation. TESOL Quarterly, 20(1), 144-154.
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Cranton, P. A., & Legge, L. H. (1978). Program evaluation in higher education. The Journal of Higher Education, 49(5), 464-471.
  • Çetinavcı, U. R., & Zehir-Topkaya, E. (2012). A contrastive qualitative evaluation of two different sequential programs launched at the school of foreign languages of a Turkish university. Turkish Online Journal of Qualitative Inquiry, 3(3), 82-101.
  • Fer, S. (2004). Qualitative evaluation of emotional intelligence in-service program for secondary school teachers. The Qualitative Report, 9, 562-568.
  • Fraser, S. P., & Bosanquet, A. M. (2007). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3), 269-284.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.105-117). Thousand Oaks, CA: Sage.
  • Johnston, B. (2009). Collaborative teacher development. In A. Burns & J. C. Richards (Eds), The Cambridge guide to second language teacher education (pp. 241-249). Cambridge University Press: Cambridge.
  • Kanatlar, A. Z. (1996). An evaluation of the M.A TEFL program at Bilkent University. Unpublished Master Thesis, Bilkent University, Ankara, Turkey.
  • Karataş, H., & Fer, S. (2009). Evaluation of English curriculum at Yıldız Technical University using CIPP model. Education and Science, 34(153), 47-60.
  • Kırmızı, Ö. (2011). An evaluation of M.A. ELT programs in Turkey. Unpublished Doctoral Dissertation, Hacettepe University, Ankara, Turkey.
  • Levine, T. (2002). Stability and change in curriculum evaluation. Studies in Educational Evaluation, 28, 1-33.
  • Lynch, B. K. (1996). Language Program Evaluation: Theory and Practice. Cambridge: CUP.
  • Nunan, D., & Bailey, K.M. (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Heinle Cengage Learning: USA.
  • Owen, J. M. (1999). Program evaluation: Forms and approaches (3rd ed). New York: Guilford Press.
  • Richards, J. C. (2010). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33.
  • Stufflebeam, D. L. (2003). The CIPP model for evaluation. International Handbook of Educational Evaluation, 31-62.
  • Yavuz, A., & Zehir-Topkaya, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL, 7(1), 64-83.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press: Cambridge.
  • Watanabe, Y., & Pang, A. (2007). Program evaluation: Utilizing needs analysis for decision making. 2007 TESOL Convention.
  • Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • YÖK (1998). Restructuring of teacher education. Ankara: YÖK Publications.
  • YÖK (2007). Teacher education and education faculties. Ankara: YÖK Publications.
  • Zehir-Topkaya, E., & Küçük, Ö. (2010). An evaluation of 4th and 5th grade English language teaching program. Elementary Education Online, 9(1), 52-65.
There are 25 citations in total.

Details

Primary Language English
Journal Section ELT Research Journal
Authors

Recep Bilican

Publication Date November 28, 2014
Submission Date November 28, 2014
Published in Issue Year 2014 Volume: 3 Issue: 3

Cite

APA Bilican, R. (2014). Impact of a PhD ELT program on academic development of students at a Turkish state university. ELT Research Journal, 3(3), 111-139.