Evaluation of the German Language Literature and Preparatory Class Curriculum in terms of learning autonomy according to Demirel's Analytical Program Evaluation Model

The purpose of this study is to evaluate the German Language and Literature undergraduate program and the German preparatory class curriculum, implemented at a public university in the Aegean Region, in terms of students' learning autonomy, and to conduct a comparative analysis of the two programs. During the research process, the objectives, content, teaching–learning processes, and assessment–evaluation components of both programs were examined based on Demirel's Analytic Program Evaluation Model (DAPDEM). Within this scope, the extent to which the programs support the development of learner autonomy was determined, their strengths and weaknesses were identified, and a comparative analysis was conducted. The study was designed using an embedded mixed-methods design, with the qualitative component structured as a multiple-case design and the quantitative component based on a descriptive survey model. Quantitative data were obtained in the 2024–2025 academic year through the "Determining the Readiness of German Language Teacher Candidates to Learner Autonomy in Learning German" scale developed by Sarı (2021), administered to 132 students at both preparatory and undergraduate levels. The scale consists of four sub-dimensions: self-regulation, motivation, cognitive strategy, and learning responsibility. As the data did not meet parametric assumptions, non-parametric tests (Mann–Whitney U and Kruskal–Wallis H) were used in the analyses. Qualitative data were collected through semi-structured interviews with three preparatory students, twelve undergraduate students, two instructors, and three German teachers working in the private sector. The interview data were analyzed through thematic content analysis, and program documents were examined through document analysis based on DAPDEM criteria. According to the findings, undergraduate students—particularly those in the third and fourth years—demonstrated higher levels of learning autonomy in the self-regulation and learning responsibility sub-dimensions compared to preparatory class students. Preparatory students, on the other hand, exhibited a more dependent learner profile, being more reliant on instructors, open to external guidance, and more passive in the learning process. In both programs, course content was largely fixed and dependent on centralized resources, which limited autonomy-supportive elements such as content adaptation to student interests and needs, diversity of digital materials, and student participation in content selection. It was found that teaching–learning processes were predominantly carried out through expository, teacher-centered, lecture-based methods, with little systematic use of active instructional strategies such as project-based, collaborative, reflective, or problem-solving approaches. Assessment–evaluation practices were generally exam-oriented, with no inclusion of self-assessment, peer assessment, or alternative assessment tools that could enhance students' self-awareness and learning responsibility. This indicates systemic shortcomings in both programs in terms of supporting learning autonomy. In conclusion, it was determined that both programs partially support learning autonomy; however, this support is neither systematic nor holistic. The comparison within the DAPDEM framework revealed that the undergraduate program has a higher capacity to support autonomy compared to the preparatory program, although both require improvement. The study recommends restructuring program objectives, increasing content diversity, expanding the use of student-centered instructional methods, and integrating alternative assessment tools.