Evaluation of the English preparatory program of the school of foreign languages according to Stake's responsive evaluation model

This study aims to evaluate the English Preparatory Program of a foundation university based on Stake's Responsive Evaluation Model. The research was designed as a case study for evaluation purposes. It was conducted with 274 first-year students attending English-taught undergraduate programs, 355 preparatory class students, 12 instructors, and 2 administrators. The data of the study were collected through open-ended student surveys, observation, semi-structured and unstructured interviews, and documents related to the preparatory program during the 2017-2018 and 2018-2019 academic years. The data obtained were analyzed using deductive analysis. The results of the study revealed that the program provided limited acquisition of the desired qualifications but fell short of meeting expectations and necessitates the need for a redesign based on the participants' needs. The results of the research revealed that the students were satisfied with their communication with the lecturers and administrators and that the program was strong in terms of gaining grammar. In this regard, a roadmap for program development was presented based on the evaluation data obtained by the researcher for the redesign and improvement of the program.