An extensive evaluation study of the English preparatory curriculum of a foreign language school

Abstract

The study aimed to evaluate the English preparation curriculum at Aydın Adnan Menderes University School of Foreign Languages according to the Bellon and Handler model. The study was designed as a “case study”, which aimed to obtain qualitative and quantitative data from the selected case. 310 English preparation class students, 26 English lecturers, 26 lecturers of other departments and 24 students of other departments participated in the study. The data were gathered through a scale, questionnaire, interviews, class observations and document analysis. The study was conducted according to the four steps of the “Bellon and Handler Model”. Findings were presented according to the status descriptions, analysis activities and curriculum improvement components of the four steps. In conclusion, it was found that there were no philosophy or goals of the English preparatory curriculum. Though the students had positive motivation towards learning English, they could not reach the desired level. Moreover, the inefficacy of teaching of the skills courses was emphasized by all participants. This problem was thought result from lack of practice. There were some communication problems between the administration and other participants. Physical facilities should be improved. Professional English teaching should be included in the preparatory school curriculum. Furthermore, the involvement of some stakeholders in the decision-making process should be enabled.

Evaluation of TOEFL preparation course program to improve students’ test score

“…The final objective setting has been carried out to determine the goals that will be achieved after implementing the program, even though it is not written in an official document. Correspondingly, the lack of documents in determining the objectives is similar to the English language program, such as the AADU program, which does not have clear documents or program objectives; this has resulted in a lack of communication between stakeholders (Aktaş & Gündoğdu, 2020). The result of the research states that there is a good communication between the coordinator and program implementer about program planning, but the preparation of the documents is one of the crucial aspects in program planning, which aims to anticipate problems.…”

Üniversite İngilizcesi Hazırlık Öğrencilerinin İngilizce Düzeylerine ve VAK Öğrenme Biçemlerine Göre Öz Yeterlikleri: Hibrit Eğitim Bağlamında Bir Araştırma

“…First of all, it is reported that English is not taught as a means of communication but as a discipline such as Mathematics, Social Sciences or Sciences (British Council & Turkey Economic Policies Research Foundation TEPAV, 2014). Another issue is that the teaching context is not proper for students to be motivated and not get anxious, there is no certain approach or flexibility with the curriculum (Aslan & Şahin, 2020;Demirpolat, 2015;Karcı Aktaş & Gündoğdu, 2020). There are studies on English teaching and learning during and after Covid-19, and in a hybrid context that reveal the problems.…”