Evaluation of the speaking sub-component of the Listening-Speaking course in the English Preparatory Program based on Tyler's Goal Oriented Evaluation Model

The aim of the study is to evaluate the speaking sub-component of the Listening-Speaking course in the SDU English Preparatory Program based on Tyler's Objective-Oriented Program Evaluation Model. Within this framework, the study aims to determine the students' achievement levels in the targeted behaviors of the speaking sub-components, and gather the opinions of students, instructors, and administrators regarding the implementation of the program. The findings are considered significant, providing insights into the factors influencing the teaching and learning process of the speaking objectives. The study employs an explanatory sequential mixed-methods design, and the participants of the research consist of students from the English Language Teaching and English Language and Literature departments, who attended the compulsory English Preparatory Program in the Fall Semester of the 2022-2023 academic year, as well as the instructors teaching Listening-Speaking course and the institutional administrators. The quantitative data in the study consisted of the speaking exam scores of 134 students, determined using a rubric. Qualitative data was collected through open-ended questionnaires from 25 students, selected via criterion sampling, and 6 instructors, and through semi-structured interview forms from 2 administrators. The reliability values between two instructors who assessed the students' performances in the speaking exam were found to be acceptable (0.70-0.87). The questionnaires and interview forms addressed topics such as the appropriateness of the speaking objectives to student needs, the methods and materials used in the course, and the assessment of speaking skills. Quantitative data was analyzed using arithmetic mean, frequency, and percentage statistical techniques. Qualitative data was analyzed via descriptive analysis within the themes of objectives, content, teaching-learning processes, and assessment as proposed by Tyler's model. Data analysis revealed that students' levels of achievement in fluency, pronunciation, and language use were at the expected level, but the achievement in the content dimension fell short of expectations with a 47% rate. Stakeholders generally agreed that the program's speaking objectives, content, materials, methods, and assessment techniques were appropriate. They also agreed on the need for students to be more exposed to the target language and for additional support for students experiencing speaking anxiety. Recommendations include conducting studies to better understand students, increasing opportunities for English exposure outside the classroom, and developing effective methods for addressing speaking anxiety. Additionally, further data variety is needed to identify the reasons for not achieving the content sub-skill objectives.