Evaluation of the high school 11th grade English language curriculum in relation to the Common European Framework of Reference

The purpose of this research is to evaluate the high school 11th grade English course curriculum according to the Common European Framework of Reference for Languages (CEFR). Provus Discrepancy Evaluation Model (DEM) was used in the evaluation of the program. This research was carried out according to the with a mixed method in the variation pattern. The quantitative dimension of the research was causal comparison, and the qualitative dimension was a case study design. In the quantitative dimension of the study; 528 students took part in the Foreign Language Skills Proficiency Perception Scale. The interview participants of the qualitative dimension of the study consisted of 14 teachers and the observation participants consisted of three teachers. The data of the research were obtained by using the Foreign Language Skills Proficiency Perception Scale prepared in line with the series of descriptors (B1+/B2) recommended by the European Language Education Quality Control Council, as well as the semi-structured interview form and observation form developed by the researcher and by document review. In the study, Mann Whitney U and Kruskal Wallis H tests were used in the analysis of quantitative data. Content analysis and were descriptive analysis used to analyze qualitative data. At the end of the research, female students' foreign language proficiency perceptions are higher than male students' foreign language proficiency perceptions, students with medium and poor success levels have higher foreign language proficiency perceptions than students with high success levels, and students whose fields are Maths-Science and Turkish-Maths have foreign language proficiency perceptions. It was concluded that the foreign language skills of students whose field of perception is language are higher than their perception of proficiency. It has been concluded that the 11th grade English course curriculum differs in terms of the language skill it focuses on, that it adopts the basic principles of the framework program in a flexible manner, and that the 11th grade English course curriculum is compatible with CEFR in terms of achievements, content and assesment-evaluation processes. When compared with the Common European Framework of Reference for Languages program in terms of content, it was determined that 18 (78%) of the 23 descriptors at B1/B2 level had equivalents. Teachers stated the achievements of the curriculum were good, the content was up-to-date, it could be applied under suitable conditions, provided students with some competencies, the 11th grade course content was heavy, the content did not meet student needs, there was a lack of materials, weekly lesson hours were insufficient, the textbook had weaknesses, and students could not be taught the four skills in an integrated manner, students' readiness was insufficient. It was determined that students constantly showed inadequacy in English speaking skills in the classroom in the learning-teaching environment, and teachers included activities aimed at making students responsible in the learning process at a low level when observation studies are evaluated. Besides, it has been determined that teachers apply different types of activities such as individual work and pair work at an adequate level, but they are inadequate in being a role model for students by constantly speaking English in the classroom. Suggestions were made to simplify the program content, make it suitable for the student level, eliminate the lack of materials, develop the four skills holistically, increase weekly lesson hours and organize in-service training to increase teachers' program literacy.