Evaluation of the intensive foreign language curriculum applied in secondary schools according to the educational criticism model in the context of the Common European Framework Reference

In this thesis study, it is aimed to evaluate the Foreign Language Intensive 5th Grade English Curriculum (YDAİÖP) according to Eisner's Educational Criticism Model in line with the Common European Framework of Reference for Languages (CEFR). For this purpose, the similarity of YDAİÖP with the Common European Framework of Reference and academic achievement level of the students in English course was determined. In addition to this, YDAİÖP was evaluated according to the principles of Eisner's Educational Criticism Model. This study was conducted with the variation design (convergent parallel design) of mixed methods research, in which both qualitative and quantitative research methods are used together. In the quantitative dimension of the study, the general survey model was used to determine the academic achievements of students in English course. In the qualitative dimension, a case study was used to evaluate YDAİÖP according to the Educational Criticism Model and document analysis was used to compare YDAİÖP with CEFR. Data collection process of the study was conducted in four schools where YDAİÖP was applied in Kayseri in the 2022-2023 academic year. In this context, individual interviews were held with 9 teachers, 5 focus group interviews were held with 30 students, two classes were observed during lessons, and an achievement test was applied to 29 students to determine the academic achievement level of the students in English course. In addition, YDAİÖP and CEFR were analysed by comparing. The achievement test, teacher interview form, student focus group interview form and lesson observation form, which were developed by the researcher, were used to collect research data. Descriptive analysis and content analysis were used to analyse individual teacher interviews, student focus group interviews and lesson observations; content analysis was used to compare YDAİÖP with AOBM and descriptive statistics was used to analyse the achievement test. According to the results of the study, it was determined that the academic achievement of students in English lessons was high. In determining the similarity of YDAİÖP and CEFR, it was concluded that YDAİÖP is generally compatible with CEFR although there are some differences in the objective, content, method (procedures) and evaluation-assessment dimensions. According to the results of the evaluation of YDAİÖP in line with the Educational Criticism Model, it was concluded that both students and teachers found YDAİÖP useful but they stated that there were deficiencies in the implementation of the program which is also determined by lesson observations. It was also concluded that YDAİÖP should be continued by improving its weaknesses. Based on the study results, it is recommended that differences between schools should be minimized in the implementation process of the program, the education process should be standardized, and YDAİÖP should be implemented in schools that meet certain criteria within the framework of a competency-based approach.