İngilizce hazırlık müfredatının Bellon ve Handler modeline göre değerlendirilmesi

This study has been designed as a formative evaluation study and aims to evaluate and improve the English preparatory curriculum at Alanya HEP University. The study was built on a mixed method case study which aimed to gather qualitative and quantitative data from a selected case. An adapted version of the Bellon and Handler (1982) curriculum evaluation model was used to evaluate the preparatory school program on the basis of four main elements of an educational program: (1) course aims and objectives, (2) course content and materials, (3) course conduct and (4) student assessment and to determine the areas that need improvement in terms of these four basic elements. In the study, the qualitative data were obtained from a course evaluation questionnaire (Tekir, 2020), while the quantitative data were obtained from document analysis, course evaluation interviews and classroom observations. The questionnaires were applied to 64 students studying at the preparatory school in 2021-2022 academic year. The course evaluation interviews were held with 6 students and 6 language instructors of the program. Six classroom observations were also made during the second semester of the academic year. The analysis of the data obtained from multiple data collection tools was done following three steps of the Bellon and Handler (1982) evaluation model: (1) current status descriptions, (2) analysis of the data, and (3) cumulative suggestions for the improvement of the curriculum. The results of the study illustrated that the preparatory curriculum was effective to reach the aims and objectives of the program to some extent. Yet, the program needed some improvement in terms of the four main focus areas of the research model. It was concluded that the aims and objectives of listening and speaking skills were insufficient. The content of the skill courses was not consistent with the program outcomes. The materials and activities in the curriculum were not sufficient to attract students' interests. The teaching-learning process was mostly teacher-centered and there were some insufficient assessment tools that did not reflect students' actual success. Some of the suggestions made by the students and instructors were: to add more audio-visual and authentic materials, to do more group work activities to foster a student-centered learning environment, to diversify the topics, activities, materials and teaching methods to meet the needs and expectations of the students and to assess the process of the students in terms of speaking grade.