A case study: Evaluation of an English speaking skills course in a public university preparatory school program via CIPP model

The purpose of this study was to evaluate the effectiveness of the speaking curriculum in a public University Preparatory School program through the perspectives of instructors and students. In this sense, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam in 1971 was used. 287 students attending the preparatory school in the 2012-2013 academic year and 23 instructors teaching in the program participated in this study. The data were gathered through a mixed method design, which included questionnaires, interviews, observation, and review of curricula of the prep school and materials. The results revealed that the speaking program of the preparatory school partially fulfill its purpose according to students and instructors. The findings of the study indicated that some improvements and adaptations in the objectives and aims of the program, materials, and physical conditions were required in order to make the speaking program more effective.