LINGUIST List 24.101|
Wed Jan 09 2013
Diss: Applied Ling/ English: Foroozandeh: 'Evaluation of the TEFL Program at Master's Level in Iran'
Editor for this issue: Lili Xia
From: Elham Foroozandeh <elhamforoozandehyahoo.com>
Subject: Evaluation of the TEFL Program at Master's Level in Iran
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Institution: Shiraz University
Program: Ph.D. in Applied Linguistics
Dissertation Status: Completed
Degree Date: 2007
Author: Elham Foroozandeh
Dissertation Title: Evaluation of the TEFL Program at Master's Level in Iran
Subject Language(s): English (eng)
This program evaluation was designed within Stufflebeam's CIPP (Context,
Input, Process, Product) Model (2002) with the purpose of evaluating the TEFL
curriculum in MA program implemented at nine major universities in Iran based
on the Official Curriculum developed in 1987.
Participants included 68 MA students, 34 instructors, and 9 administrators.
Required data were collected through three questionnaires (checkpoints and
open-ended questions) and interviews. Two course-based questionnaires
including 3-point and 5-point Likert type items as well as one open-ended
question for students and instructors were developed based on the Official
Curriculum. To develop the Administrators' questionnaire, several program
evaluation questionnaires for administrators were consulted out of which 42
items relevant to the Iranian educational context were selected. This
questionnaire also included 5-point Likert type items as well as two open-ended
questions. All the three questionnaires shared 23 items on the program's work
plan. 18 instructors agreed to participate in the interview. Interviews with 30
students were done in classroom setting, in defense sessions, or in students'
gatherings in academic events such as conferences. Students' interviews were
later merged with their written answers as their oral comments were more or
less the same as their written responses.
The data were analyzed using both quantitative and qualitative procedures.
The data analysis techniques included Chi-square tests, Mann-Whitney U-test,
QSR analysis for narratives, and Exploratory Data Analysis (stem-&-leaf plots).
To validate and interpret the findings, the same were discussed with about ten
MA students and two Ph.D. instructors.
The findings generally revealed that (1) there was no consensus among the
participants regarding the overall aim of the program, (2) the implemented
curriculum is partially compatible with the Official Curriculum, and (3) the
participants generally felt the need for (a) the official curriculum's revision, (b)
reform in program delivery, and (c) reconsidering the screening system.
The Metaevaluation used to evaluate this study showed a total of 49.9%
strength of the CIPP Model's provisions for the evaluation standards of utility,
feasibility, propriety, and accuracy in this research.
Finally, in light of the results of this program evaluation, the strengths and
weaknesses of the program, the opportunities for improvement, and the potential
threats to the program's efficiency and long-term impact on the immediate
beneficiaries are set forth through SWOT Analysis.
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