This study aims to explore the problems and the solutions concerning the English language preparatory curricula implemented at Eskişehir Osmangazi University, School of Foreign Languages according to ELT instructors. Participants of the study are 50 ELT instructors teaching English language in three different proficiency levels (A1, A2, B1). Case study, a qualitative research method, was adopted in the study and self-report method (written reports) was used to gather the data. Deductive, or top-down approach, was used to analyze the qualitative data. The results of the study reveal that the problems and the solutions as to the curriculum are analyzed under four themes that are objectives, teaching materials, assessment and evaluation and general structure. Concerning the objectives, lack of clarity and control of the objectives are among the problems. The problems as to course book, additional materials and writing pack are analyzed under the second category that is teaching materials while the problems regarding midterms, quizzes, project works, writing portfolios, and class performance grade are analyzed under the third category that is assessment and evaluation. Last, three subcategories as to general structure are as follows: physical problems, problems as to number and level of students in the classrooms and administrative problems. Solutions to the problems are suggested.
This paper reports on the process and findings of curriculum development towards a defensible EAP curriculum in the Department of Foreign Languages at Eskisehir Osmangazi University. In addition, it illustrates the evaluation of newly introduced innovations by the students. The study was designed as a curriculun development project which was based on Brown's needs analysis (NA) framework. The NA studies were conducted in 2016-2017 academic year with the students and the teaching staff employed in the department. Focus group technique was used to take the opinions of the teaching staff about the components of the curriculum, and the opinions of the students were taken through workshops. In 2016-2017 academic year, repeat students' opinions about the innovated curriculum were taken through an open-ended questionnaire. The data were analyzed by using thematic content analysis technique. The emerging themes in the NA study are (a) need for clarification of the program objectives, (b) need for revision of teaching materials, (c) need for improvement in teaching and learning practices, and (d) need for improvement in assessment practices. The emerging themes in the evaluation of the NA study based on the openended questionnaire are 'materials', 'assessment procedures', and 'overall structure of the EAP curriculum'.
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