Türkiye'deki üniversitelerin İngilizce hazırlık programlarındaki çıkış kriterleri üzerine inceleme: Bir delphi metod analizi

The aim of this three-phase Delphi study is to identify the exit criteria for the English Preparatory Programs (EPPs) in Turkish universities by gathering the opinions of students and teachers in EPPs and faculties. In Phase One (open-ended Delphi), 472 compositions describing the necessary skills by participants from four universities were analysed. Semi-structured interviews were made with six teachers and six students. In Phase Two (face-to-face Delphi), brainstorming and focus group discussions were held with 23 panellists from 10 universities. In Phase Three (online questionnaire Delphi), a 213-item 5 point Likert-type questionnaire that was designed using the data in the previous phases was administered two times with independent purposes. The respondents (n=40 and n= 36) were from nine of the previous 10 universities and an additional university. The first administration investigated what language skills should be gained throughout tertiary education. In the second administration, the focus was on the skills in EPPs only. The analyses of 213 items revealed that 16 of 36 academic skills were considered necessary. Of the remaining 177 skills rated both as academic and general English skills, 127 were accepted necessary as academic and 60 as general English skills. The results indicated an inclination towards academic skills. Qualitative data analysis methods were used to analyse the data in the first two phases, and quantitative data analysis methods were used in Phase Three. The result of the study is a suggestion of an agreed-upon set of skills as the exit criteria of EPPs considering the views stakeholders.