The application of the Common European Framework of Reference for Languages in the Turkish higher education in terms of curriculum development process

This study was carried out in order to specify the views of academicians and experts on the application of the Common European Framework of Reference for Languages in the Turkish Higher Education using qualitative research method. The sample of the current study selected by means of purposeful sampling was comprised of 22 experts and academicians, 11 of whom were in Turkey and 11 abroad. This qualitative study was implemented in the 2010-2011 academic year. Semi-structured interviews with the experts and academicians were conducted. The qualitative data collected through interviews were subjected to content analysis through Nvivo 8, an analysis software.Pertaining to the process of curriculum development, the results of the current study revealing experts' and academicians? views about the needs of language learners indicated that foreign language learners need communication skills in the target language, reading and writing skills. Moreover, concerning the process of curriculum development experts' and academicians? views about the preparation of the content and the activities showed that the content and the activities should be in line with the daily and real life and ought to be adressing to both the basic four skills which will enable learners to communicate in the target language and distance language learning. Also, in the process of curriculum development their views about the teaching-learning process emphasized that the uses of cooperative learning approach, project-based learning, problem-based learning, drama, discussion, games and case studies were highly significant. Considering the participants' opinions about the assessment and evaluation dimensions, in the process of curriculum development, it would be fair to suggest that such alternative assessment and evaluation methods as self-evaluation, portfolio evaluation, distance language learning evaluation, project and peer assessments were crucial.Depending on the results of the current study, the reviewed literature and the Common European Framework of Reference for Languages; within the framework of curriculum development process foreign language learners' needs, their language proficiency levels, content and activities, teaching-learning process and assessment and evaluation dimensions were presented.