Author(s): Fatma ZDO?RU

his study aimed to evaluate the effectiveness of the voluntary English Preparatory Program at Usak University. The research utilized Context-Input-Process-Product (CIPP) program evaluation model. The research data were collected through a questionnaire which was developed by Tunc (2010) and adapted by the researcher, as well as semi-structured interviews with instructors. The research data were gathered from 208 preparatory students who were studying in preparatory classes in the academic year of 2015-2016 and two instructors. The quantitative research data were analyzed by using descriptive statistics and the qualitative data were subjected to content analysis. As a result of context evaluation, it was revealed that both students and instructors were highly dissatisfied with the physical conditions of the School of Foreign Languages. The results obtained from input evaluation indicated that speaking, writing skills and vocabulary teaching were not emphasized sufficiently in preparatory program. Process evaluation unearthed that lecturing of instructors was the most frequently used teaching method. Besides, students were found to be highly pleased with the instructors. Product evaluation suggested that most students perceived themselves less competent in vocabulary, speaking and writing skills as consistent with the findings from input evaluation. Based upon the results of the study, it can be suggested that the content of the prep program needs to include all language skills and the educational setting needs to be improved.


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