Utilization Focused Evaluation of an ELT Prep Program: A Longitudinal Approach

Autor/inn/en	Ilerten, Ferda; Efeoglu, Gülümser
Titel	Utilization Focused Evaluation of an ELT Prep Program: A Longitudinal Approach
Quelle	In: Pegem Journal of Education and Instruction, 11 (2021) 2, S.27-31 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ilerten, Ferda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Longitudinal Studies; Program Evaluation; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Language Tests; College Faculty; College Preparation; Undergraduate Students; Student Attitudes; Teacher Attitudes; Instructional Materials; Educational Change; Language Laboratories; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Fakultät; Schülerverhalten; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Language laboratory; Sprachlabor; Ausland; Türkei
Abstract	The aim of the current study is to evaluate a preparatory progfram of a foreign language teaching department longitudinally via Patton's Utilization Focused Program Evaluation. More specifically, the study scrutinizes the pros, cons and aspects to be improved in the program, and whether the program contributes to overall English proficiency in two subsequent years. As for the aims of the study 77 students (38 in the first and 39 in the second year) and five instructors were recruited. Data were collected via interviews, English Proficiency tests (i.e., CAE) as pre and posttests in each year and lastly Nominal Group Technique. At the end of the study, both students and instructors confirmed that the program contributed to students' overall English proficiency, which was also supported by the statistically significant difference in comparison of IÖYS results in two years. Moreover, it was found out that some aspects need modifications such as teaching four skills in an isolated way, lacking individualized learning, and technical inadequacies. Some agreed remedies for the program as follow: process evaluation instead of IÖYS exams, up-to-date and content relevant teaching materials and a fully equipped listening lab. All in all, in addition to many other positive aspects, the study reveals that evaluation that was carried out in the first year involving both students and instructors contributed to students' overall gain in the program in the second year. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01