The Evaluation of an English Preparatory Program Using CIPP Model and Exploring A1 Level Students’ Motivational Beliefs

Authors

  • Görkem Erdogan Beykoz University
  • Enisa Mede Assoc. Prof.

DOI:

https://doi.org/10.22555/joeed.v8i1.109

Keywords:

English Preparatory Program Evaluation, CIPP Evaluation Model, English Language Teaching and Learning, Foreign Language, Motivational Beliefs

Abstract

The purpose of the present study is to evaluate English Preparatory School Language Program in a state university from students’ and instructors’ point of view and also investigate the students’ motivational beliefs for learning in the existing program. More specifically, Stufflebeam’s (1971) CIPP (context, input, process, product) evaluation model was used to evaluate the English language program whereas MSLQ (motivated strategies for learning questionnaire) developed by Pintrich, Garcia, Mckeachie and Smith (1991) was administered to investigate the motivational beliefs for learning of the participating students. Both quantitative and qualitative data were collected in this study. The quantitative data were obtained through questionnaires administered to 54 Turkish EFL students and 33 EFL instructors enrolled in the A1 (elementary level) English preparatory program. The qualitative data were gathered via semi-structured interviews with 10 students and 5 instructors from the same program. The findings of the study revealed that the program partially succeeded its objectives. Both students and instructors were content with materials, assessment dimensions of the program as well as the teaching methods. On the other hand, there was a need for the improvement of the speaking and listening skills and tasks in the A1 program. In addition to this, among the motivational beliefs of the students, control beliefs, task value and intrinsic goal orientation were perceived to be crucial for the students during the process of English learning. The study provides suggestions and pedagogical implications for the English preparatory programs.

References

Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.

Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP model for quality evaluation at school level: A case study. Journal of Education and Educational Development, 5(1), 189-206.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. The Second Language Curriculum, 222-241.

Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, motivation and their relationship to academic performance of Bangladesh college students. College Quarterly, 10(1), 1-9.

Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). An expanded typology for classifying mixed methods research into designs. A. Tashakkori y C. Teddlie, Handbook of mixed methods in social and behavioral research, 209-240.

Crystal, D. (2012). English as a global language. Cambridge University Press.

Csizer, K. (2012). An overview of L2 motivation research in Hungary. New Perspectives on Individual Differences in Language Learning and Teaching, 233-246.

Dollar, Y. K., Tolu, A. T., & Doyran, F. (2014). Evaluating a graduate program of English language teacher education. Turkish Online Journal of Qualitative Inquiry, 5(2), 1-10.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. Research Methods in Second Language Acquisition: A practical guide, 1, 74-94.

Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.

Engin, A. O. (2009). Second language learning success and motivation. Social Behavior and Personality: An International Journal, 37(8), 1035-1041.

Firth, A. (1996). The discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26(2), 237-259.

Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program-Oriented evaluation approaches. Program Evaluation: Alternative Approaches and Practical Guidelines. 4th ed. Pearson Education, 153-71.

Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for academic purposes, Cambridge University Press.

Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (p. 127–153). Lawrence Erlbaum Associates, Inc.

Gerede, D. (2005). A curriculum evaluation through needs analysis: Perceptions of intensive English program graduates at Anadolu University (Master's thesis, Anadolu Üniversitesi). Turkey.

Gredler, M. E. (1996). Program evaluation. Pearson Education, Inc.

House, J. (1999). Misunderstanding in intercultural communication: Interactions in English as a lingua franca and the myth of mutual intelligibility. In: Gnutzmann, C. (Ed.) Teaching and learning English as a global language, 73-93.

Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.

Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123.

Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research (CIER), 4(6), 21-28.

Nunan, D. (1991). Methods in second language classroom-oriented research: A critical review. Studies in Second Language Acquisition, 249-274.

Öner, G., & Mede, E. (2015). Evaluation of A1 level program at an English preparatory school in a Turkish university: A case study. ELT Research Journal, 4(3), 204-226.

Published

2021-06-09

How to Cite

Görkem Erdogan, & Mede, E. (2021). The Evaluation of an English Preparatory Program Using CIPP Model and Exploring A1 Level Students’ Motivational Beliefs. Journal of Education and Educational Development, 8(1). https://doi.org/10.22555/joeed.v8i1.109

Issue

Section

Articles