Utilization focused evaluation of an ELT prep program: A longitudinal approach


  • Ferda İlerten yildiz technical university
  • Gulumser Efeoglu yildiz technical university




program evaluation, English Language Teaching, utilization focused evaluation


The aim of the current study is to evaluate a preparatory program of a foreign language teaching department longitudinally via Patton’s Utilization Focused Program Evaluation. More specifically, the study scrutinizes the pros, cons and aspects to be improved in the program, and whether the program contributes to overall English proficiency in two subsequent years. As for the aims of the study 77 students (38 in the first and 39 in the second year) and five instructors were recruited. Data were collected via interviews, English Proficiency tests (i.e. CAE) as pre and posttests in each year and lastly Nominal Group Technique. At the end of the study, both students and instructors confirmed that the program contributed to students’ overall English proficiency, which was also supported by the statistically significant difference in comparison of İÖYS results in two years. Moreover, it was found out that some aspects need modifications such as teaching four skills in an isolated way, lacking individualized learning, and technical inadequacies. Some agreed remedies for the program as follow: process evaluation instead of İÖYS exams, up-to-date and content relevant teaching materials and a fully equipped listening lab. All in all, in addition to many other positive aspects, the study reveals that evaluation that was carried out in the first year involving both students and instructors contributed to students’ overall gain in the program in the second year. 


Download data is not yet available.


Chan, V. (2001). Determining students’ language needs in a tertiary setting. English

Teaching Forum July, 16-27.

Efeoglu, G., Ilerten, F., & Basal, A. (2018). A Utilization Focused Evaluation of the

Preparatory School of an ELT Program, International Online Journal of Educational Sciences, 10(4), 149-163.

Gerede, D. (2005). A curriculum evaluation through needs analysis: Perceptions of intensive

English program graduates at Anadolu University. (Unpublished master’s thesis). Anadolu University, Eskişehir.

Muşlu, M. (2007). Formative evaluation of a process-genre writing curriculum at

Anadolu university school of foreign language. (Unpublished Master’s Thesis). Anadolu University, Eskişehir.

Norris, J. M. (2004). Validity evaluation in foreign language assessment. (Unpublished

doctoral dissertation). Honolulu, HI.

Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes.

Language Teaching Research, 13(3), 259-78.

Şahin, V. (2006). Evaluation of the in-service teacher training program “the certificate

for teachers of English” at the Middle East Technical University school of foreign

languages. (Unpublished Master Thesis). Middle East Technical University, Ankara.

Topçu, T. (2005). An investigation of the effectiveness of the theme-based curriculum in the

-2004 academic year at the department of basic English at Middle East Technical University. (Unpublished Master Thesis). Middle East Technical University, Ankara.

Yang, W. (2009). Evaluation of teacher induction practices in a US university English

language program: towards useful evaluation. Language Teaching Research, 13(1), 77- 98.




How to Cite

İlerten, F., & Efeoglu, G. (2021). Utilization focused evaluation of an ELT prep program: A longitudinal approach . Pegem Journal of Education and Instruction, 11(2), 27–31. https://doi.org/10.14527/pegegog.2021.03