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Evaluation of a language preparatory program: A case study

Year 2014, Volume: 3 Issue: 4, 201 - 221, 23.01.2016

Abstract

In today’s globalized era, English has become a lingua franca serving as a medium of communication for effective communication between people of different languages.  Variationist language programs have been designed to develop English language competence of students to the level sufficient to pursue successfully in their career or academic life. However, to be able to teach English effectively, the identification and evaluation of students’ needs should be taken into consideration while designing language programs. In the light of these observations, the present study aims to evaluate whether the Language Preparatory Program designed for English Language and Literature and Translation departments has met the students’ language and learning needs. To this end, 64 preparatory students constitute the working group of this research.  The quantitative data were obtained through a needs analysis questionnaire and the qualitative data were collected by means of semi-structured interviews. The findings of the study revealed significant implications in relation to the evaluation of the Language Preparatory Program based on the language and learning needs of the preparatory students.

References

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  • South Korea. Unpublished doctoral dissertation, The Ohio State University. Özkanal, Ü. (2009). The Evaluation of English preparatory Program of Eskişehir Osmangazi
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  • Unpublished master‟s thesis, Gaziantep University, Turkey. Yıldız, Ü. (2004). Evaluation of the Turkish language teaching program for foreigners at
Year 2014, Volume: 3 Issue: 4, 201 - 221, 23.01.2016

Abstract

References

  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Ally & Bacon.
  • Brown, J. D. (1995). The elements of language curriculum. Boston: Heinle and Heinle.
  • Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Presented at the Midwest Research to
  • Practice Conference in Adult, Continuing, and Community Education, The Ohio State University. Henry, A., & Roseberry, R.L. (1999). Raising awareness of the generic structure and linguistic features of essay introductions. Language Awareness, 8(3), 190-200.
  • Karataş, H. (2007). Yıldız Teknik Üniversitesi Modern Diller Bölümü İngilizce II Dersi
  • Öğretim Programının öğretmen ve öğrenci görüşlerine göre dağlam, girdi, süreç ve ürün (CIPP) modeli ile değerlendirilmesi. Unpublished Master‟s Thesis, Yıldız Technical University, Turkey. Kaur, S., & Khan, A. M. (2010). Language needs analysis of art and design students:
  • Considerations for ESP course design. ESP World, 9(2), 1-16. Lynch, B. K. (1996). Language program evaluation. Theory and practice. New York:
  • Cambridge University Press. Mede, E. (2013). Design and evaluation of a language preparatory program at an English medium university in an EFL setting: A case study. Unpublished doctoral dissertation,
  • Yeditepe University, Turkey. Muşlu, M. (2007). Formative evaluation of a process-genre writing curriculum at Anadolu
  • University School of Foreign Language. Unpublished Master‟s Thesis, Anadolu University, Turkey. Nam, J. M. N. (2005). Perceptions of Korean language students and teachers about communication-based English instruction: Evaluation of a college EFL curriculum in
  • South Korea. Unpublished doctoral dissertation, The Ohio State University. Özkanal, Ü. (2009). The Evaluation of English preparatory Program of Eskişehir Osmangazi
  • University Foreign Languages Department and a Model Proposal. Unpublished doctoral dissertation, Anadolu University, Turkey. Sarı, R. (2003). A suggested English language teaching program for Gülhane Military
  • Medical Academy. Unpublished master‟s thesis. Middle East Technical University. Turkey. Stufflbeam, D. L. (2000). The CIPP model for evaluation. Evaluation in Education and Human Services, 49, 279-317.
  • Tarnapolsky, O. (2000). Writing English as a foreign language: A report from Ukraine.
  • Journal of Second Language Writing, 9(3), 209-226. Toker, O. (1999). The attitudes of teaching staff and students towards the preparatory curriculum of the Department of Foreign Languages in the University of Gaziantep.
  • Unpublished master‟s thesis, Gaziantep University, Turkey. Yıldız, Ü. (2004). Evaluation of the Turkish language teaching program for foreigners at
There are 16 citations in total.

Details

Primary Language English
Journal Section ELT Research Journal
Authors

Enisa Mede This is me

Serkan Uygun This is me

Publication Date January 23, 2016
Submission Date January 6, 2015
Published in Issue Year 2014 Volume: 3 Issue: 4

Cite

APA Mede, E., & Uygun, S. (2016). Evaluation of a language preparatory program: A case study. ELT Research Journal, 3(4), 201-221.