Evaluation of Tertiary English Preparatory Curriculum: a Case Study

Abstract

In this study, which is a case study designed as a program evaluation study, the English language preparatory curriculum of Necmettin Erbakan University, the school of foreign languages was evaluated using the adapted version of the program evaluation model proposed by Bellon and Handler (1982). The aim of this study is to evaluate the English language course of a university preparatory class in terms of a) course aims and objectives, b) course content and materials c) course conduct and d) student assessment and to identify the areas that need improvement regarding these four main elements.  In the study, data was obtained through interviews with teachers and the examination of the documents obtained. The results of the study are that the teachers do not find the English lesson effective enough in terms of the four basic elements based on the evaluation model used, that the program is insufficient for students to achieve the course objectives, and that the course materials are not sufficient, it shows that there are not enough student-centric applications in the course's process and that the assessment is inadequate to effectively measure the success of students. Some of the recommendations that have come as a result of the study are: To ensure that the English course curriculum can be effectively maintained by teachers, a written curriculum must be developed with clear objectives and objectives. In-class materials should be diversified and original materials should be used. In the course process, the methods and techniques of education must be varied to meet the needs of students. Finally, alternative assessment methods should also be used to evaluate the student's performance within the process.