Evaluation of the English Language preparatory school curriculum at Yıldırım Beyazıt University

Thesis Type: Postgraduate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2016


Supervisor: AHMET OK


The purpose of this study is to evaluate English Preparatory Curriculum of Yıldırım Beyazıt University School of Foreign Languages from instructors’, students’, and program and testing office members’ points of view. More specifically, the curriculum belonging to English Preparatory School was examined in terms of the context that the English program took place, instructors’ and students’ perceptions regarding appropriateness of the program in terms of objectives, content, teaching methods, materials and assessment procedures in the Preparatory School. The evaluation was conducted by applying Stufflebeam’s context, input, process and product model (CIPP). Both quantitative and qualitative data were collected in this study. The quantitative data were gathered via the questionnaire administrated to all (n = 243) intermediate level English Preparatory School students. The qualitative data were collected through individual interviews conducted with the 10 practitioner instructors, including 2 Program and Testing Office members as they are responsible for preparing the assessment materials. Quantitative data were subject to descriptive statistical analysis while qualitative data were subject to descriptive content analysis. Results of the study indicated that Yıldırım Beyazıt University Preparatory School of English Language School was planned to develop the students’ English skills while it was needed to be improved in order to develop their skills to follow their departmental courses. The findings also revealed the positive effect of Independent Learning Center, the physical conditions, materials used in classrooms, instructors, and the portfolio tasks. On the other hand, the study showed the problems related to improving students’ listening skills and speaking skills.