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Öğrenci ve Öğretim Görevlilerinin İngilizce Hazırlık Öğretim Programına İlişkin Görüşleri: Bir İhtiyaç Analizi Çalışması

Yıl 2025, Cilt: 22 Sayı: 1, 72 - 96, 28.04.2025

Pinar Mercan Küçükakın , S. Aslıhan İleri , Gülşah Coşkun Yaşar

Öz

Bu çalışmanın amacı, bir devlet üniversitesinin Yabancı Diller Yüksekokulu’ nda (SFL) uygulanan İngilizce Öğretimi (ELT) programıyla ilgili olarak öğrencilerin ve öğretim görevlilerinin ihtiyaçlarını belirlemek ve programın geliştirilmesine yönelik önerilerde bulunmaktır. Çalışmada nitel araştırma yöntemleri kullanılmış ve vaka çalışma modeli uygulanmıştır. Bu amaçla SFL’ de görev yapan 8 hocayla yarı yapılandırılmış görüşmeler yürütülmüş ve programa kayıtlı 12 öğrenciyle iki farklı odak grup görüşmesi gerçekleştirilmiştir. Ayrıca, bu çalışmanın bir parçası olarak, kurumda görev yapan tüm öğretim görevlileri çalıştay görüşmelerine davet edilmiş ve sekiz grup oluşturulmuştur. Her bir gruba bir tartışma konusu verilmiştir. Bu konular, daha önce yürütülen öğretmen ve öğrenci görüşmelerinden elde edilen ön bulgular temel alınarak belirlenmiştir. Bunlara ek olarak, araştırmacılar, kurumda daha önce yapılan SWOT analizi çalışması sonuçlarını ve seviye koordinatörlerinin yürütmüş olduğu haftalık toplantı tutanaklarını da incelemiştir. Bu kaynaklardan toplanan veriler içerik analizi yöntemi kullanılarak analiz edilmiş ve yorumlanmıştır. Çalışmadan elde edilen bulgular izlenceler, ölçme ve değerlendirme, öğretim materyalleri ve uygulama konularında birçok ihtiyaç alanı olduğunu ortaya koymuştur. Ayrıca bu çalışma, öğretim görevlilerine, yöneticilere ve politika yapıcılara, programa yönelik daha etkili kararlar almaları ve SFL ya da benzer dil öğretim ortamlarında verilen eğitim kalitesini iyileştirmeleri için önemli çıkarımlar sunmaktadır.

Anahtar Kelimeler

yabancı dil eğitimi program geliştirme ihtiyaç analizi

Kaynakça

  • Acar, A. (2021). The methodological bases of Turkish ELT curricula for basic education from 1991 to 2018. International Journal of Progressive Education, 17(1), 111–128. https://doi.org/10.29329/ijpe.2020.329.8
  • Akar, H. (2019). Durum çalışması. In A. Saban & A. Ersoy (Eds.), Eğitimde Nitel Araştırma Desenleri (pp. 139–177). Anı Yayıncılık.
  • Akbulut, F. D. (2016). ESP needs analysis of university preparatory school students: Learning-centred approach. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36), 181–202. https://doi.org/10.21121/mkusbd.252932
  • Akpur, U., Alci, B., & Karatas, H. (2016). Evaluation of the curriculum of English preparatory classes at Yildiz Technical University using CIPP model. Educational Research and Reviews, 11(7), 466–473. https://doi.org/10.5897/ERR2016.2745
  • Akyel, A. S., & Özek, Y. (2010). A language needs analysis research at an English-medium university in Türkiye. Procedia-Social and Behavioral Sciences, 2(2), 969–975. https://doi.org/10.1016/j.sbspro.2010.03.139
  • Aljaafil, E., & Beyhan, Ö. (2022). EFL students’ language needs assessment in private general English classes. Research on Education and Psychology, 6(2), 152–171. https://doi.org/10.51316/rep.1160293
  • Andayani, E. S. (2022). The importance of learning and knowing English in higher education in Indonesia. Research and Development Journal of Education, 8(1), 372-379. http://dx.doi.org/10.30998/rdje.v8i1.13315
  • Arslan, M., & Akbarov, A. (2010). Türki̇ye’de yabanci di̇l öğreti̇mi̇nde moti̇vasyon-yöntem sorunu ve çözüm öneri̇leri̇ [The Matter of motivation-method and solution offers in foreign language teaching in Turkey]. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, (24), 179-191. https://doi.org/10.21449/sefad.10309
  • Atalı, E. (2022). The study of a needs analysis on technological tools: A checklist for English language teachers (Thesis number: 713324) [Master thesis, Gazi University]. Council of Higher Education National Thesis Center.
  • Aysu, S. (2019). The perceptions of students studying at a vocational school on the role of English in their lives and their reasons to learn English. E-International Journal of Educational Research, 10(1), 31-48. https://doi.org/10.19160/ijer.392673
  • Balıkçıoğlu, G. A. (2018). Study of the needs analysis of English preparatory class students at university level and the evaluation of readymade and non-readymade teaching materials (Thesis Number: 516100) [Master thesis, Hacettepe University]. Council of Higher Education National Thesis Center.
  • Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (Vol. 368). MA: Allyn & Bacon.
  • Brown, J. D. (1995). The Elements of Language Curriculum. Heinle & Heinle.
  • Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The Handbook of Language teaching (pp. 267–293). https://doi.org/10.1002/9781444304998.ch14
  • Can, E., & Can, C. (2014). Türkiye’de ikinci yabancı dil öğretiminde karşılaşılan sorunlar. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 43–63.
  • Crystal, D. (2003). English as a global language. Cambridge University Press. https://doi.org/10.1017/CBO9780511486999
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
  • Çakir, K., & Kurt, G. (2020). An English Language Needs Analysis of Preparatory School Students at a State University, 23-41.
  • Darıcı, A. (2016). The importance of needs analysis in materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in Materials Development (pp. 31–41). SensePublishers. https://doi.org/10.1007/978-94-6300-432-9_3
  • Dastgoshadeh, A., & Jalilzadeh, K. (2011). Language loss, identity, and English as an international language. European Journal of Social Sciences, 21(4), 659-665. https://doi.org/10.1007/978-94-6300-432-9_3
  • Demir-Ayaz, A., Özkardaş, S., and Özturan, T. (2019). Challenges with English language teaching in high schools in Türkiye and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1), 41-55. https://doi: 10.32601/ejal.543778
  • Demirtaş, İ., & Sert, N. (2010). English education at university level: Who is at the centre of the learning process? Novitas-ROYAL (Research on Youth and Language), 4(2), 159-172. https://doi.org/10.1504/IJEL.2010.035932
  • Dewey, J. (1933). A restatement of the relation of reflective thinking to the educative process. DC Heath.
  • Doğan, S., & Mede, E. (2017). A language focused needs analysis for EFL speaking in preparatory programs: A case in Türkiye. [Unpublished master’s thesis]. Bahçeşehir University.
  • Dülger, O. (2016). Evaluation of EFL course-books taught in Türkiye based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1-11. https://doi.org/10.18768/jaelt.3253
  • Dündar, E., & Merç, A. (2017). A critical review of research on curriculum development and evaluation in ELT. European Journal of Foreign Language Teaching, 1(2), 45-60. https://doi.org/10.46827/ejfl.v0i0.55
  • Ennser-Kananen, J., Escobar, C. F., & Bigelow, M. (2017). “It’s practically a must”: Neoliberal reasons for foreign language learning. International Journal of Society, Culture and Language, 5(1), 15-28. https://doi.org/10.12658/IJSCLE2017.5.1.1502
  • Erdoğan, P., & Gürol, M. (2021). The needs analysis of English preparatory school instructors towards professional skills in higher education. Journal of Curriculum and Teaching, 10(1), 56-67. https://doi.org/10.5430/jct.v10n1p56
  • Hattani, H. A. (2019). ESP needs analysis at the Moroccan university: Renewable energy engineering students at EST Fes as a case study. Journal of English Language Teaching and Linguistics, 4(1), 101-115. https://doi.org/10.21462/jeltl.v4i1.296
  • Hereh, M. M. (2020). A language learning needs analysis for Syrian EFL learners in Gaziantep City (Thesis number: 637086) [Master thesis, Gaziantep University]. Council of Higher Education National Thesis Center.
  • Hughes, A. (2020). Testing for language teachers. Cambridge University Press. https://doi.org/10.1017/9781108685735
  • Hutchinson, T., & Torres, E. (1994). The textbook as an agent of change. Elt Journal, 48(4), 315-328. https://doi.org/10.1093/elt/48.4.315
  • Işık, B., & Işık, A. (2017). Yabancı dile neden hala yabancıyız. Eğitime Bakış (39), 3-11.
  • Javadi, F. (2014). On the relationship between teacher autonomy and feeling of burnout among Iranian EFL teachers. Procedia-Social and Behavioral Sciences, 98, 770-774. https://doi.org/10.1016/j.sbspro.2014.03.488
  • Kar, İ. (2014). İstanbul Sabahattin Zaim Üniversitesi zorunlu yabancı dil hazırlık programı öğrencilerinin İngilizce dili ihtiyaç analizi [An English language needs analysis of obligatory English preparatory program students at İstanbul Sabahattin Zaim Universtiy] (Thesis number: 393526) [Master thesis, İstanbul Sabahattin Zaim University]. Council of Higher Education National Thesis Center.
  • Karakılıç, S. (2014). Evaluation of the efl coursebook" Language Leader" from Ufuk University Preparatory School students' perspectives (Thesis number: 375809) [Master thesis, Ufuk University]. Council of Higher Education National Thesis Center.
  • Kırkgöz, Y. (2009). Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Türkiye. Teaching in Higher Education, 14(1), 81-93. https://doi.org/10.1080/13562510802602640
  • Kurtuluş, F., & Asal, Z. (2019). Hazırlık okulu öğrencilerinin İngilizce eğitim ihtiyaçları [English education needs of the preparatory school students.] Kastamonu Education Journal, 27(3), 1005-1014. https://doi.org/10.24106/kefdergi.2319
  • Küçükakın, P. M., & Dönmez, Ö. (2024). Unveiling the potential of the Natural Approach in language teaching: Insights from field testing. XI th International Eurasian Educational Research Congress (EJER 2024). 21-24 May 2024 - Kocaeli, Türkiye.
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Student and Instructor Perspectives on the English Preparatory School’s ELT Program: A Needs Analysis Study

Yıl 2025, Cilt: 22 Sayı: 1, 72 - 96, 28.04.2025

Pinar Mercan Küçükakın , S. Aslıhan İleri , Gülşah Coşkun Yaşar

Öz

The purpose of this study was to identify the needs of the students and the teachers regarding the ELT curriculum implemented in the school of foreign languages at a public university and to provide recommendations for curricular improvements. The study utilized a qualitative research method, and the case study model was applied. Semi structured interviews were conducted with 8 SFL instructors and two focus group interviews were conducted with 12 students enrolled in the program. As part of this NA study, all SFL teachers were invited to participate in workshop discussions. Eight groups were formed, each assigned a discussion topic. Topics and prompts were based on preliminary findings from teacher and student interviews. To support the interview and workshop data, researchers analysed key documents on curricular issues. Weekly meeting minutes from level coordinators and results from the SWOT analysis conducted at the SFL were also retrieved. The researchers analysed and interpreted the gathered data using content analysis. Findings revealed several needs areas regarding syllabi, assessment and evaluation, instructional materials, and implementation. This study offers important implications for instructors, administrators, and policymakers to make more effective curricular decisions and improve the quality of education at the SFL and similar language teaching settings.

Anahtar Kelimeler

foreign language education curriculum development needs analysis

Kaynakça

  • Acar, A. (2021). The methodological bases of Turkish ELT curricula for basic education from 1991 to 2018. International Journal of Progressive Education, 17(1), 111–128. https://doi.org/10.29329/ijpe.2020.329.8
  • Akar, H. (2019). Durum çalışması. In A. Saban & A. Ersoy (Eds.), Eğitimde Nitel Araştırma Desenleri (pp. 139–177). Anı Yayıncılık.
  • Akbulut, F. D. (2016). ESP needs analysis of university preparatory school students: Learning-centred approach. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36), 181–202. https://doi.org/10.21121/mkusbd.252932
  • Akpur, U., Alci, B., & Karatas, H. (2016). Evaluation of the curriculum of English preparatory classes at Yildiz Technical University using CIPP model. Educational Research and Reviews, 11(7), 466–473. https://doi.org/10.5897/ERR2016.2745
  • Akyel, A. S., & Özek, Y. (2010). A language needs analysis research at an English-medium university in Türkiye. Procedia-Social and Behavioral Sciences, 2(2), 969–975. https://doi.org/10.1016/j.sbspro.2010.03.139
  • Aljaafil, E., & Beyhan, Ö. (2022). EFL students’ language needs assessment in private general English classes. Research on Education and Psychology, 6(2), 152–171. https://doi.org/10.51316/rep.1160293
  • Andayani, E. S. (2022). The importance of learning and knowing English in higher education in Indonesia. Research and Development Journal of Education, 8(1), 372-379. http://dx.doi.org/10.30998/rdje.v8i1.13315
  • Arslan, M., & Akbarov, A. (2010). Türki̇ye’de yabanci di̇l öğreti̇mi̇nde moti̇vasyon-yöntem sorunu ve çözüm öneri̇leri̇ [The Matter of motivation-method and solution offers in foreign language teaching in Turkey]. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, (24), 179-191. https://doi.org/10.21449/sefad.10309
  • Atalı, E. (2022). The study of a needs analysis on technological tools: A checklist for English language teachers (Thesis number: 713324) [Master thesis, Gazi University]. Council of Higher Education National Thesis Center.
  • Aysu, S. (2019). The perceptions of students studying at a vocational school on the role of English in their lives and their reasons to learn English. E-International Journal of Educational Research, 10(1), 31-48. https://doi.org/10.19160/ijer.392673
  • Balıkçıoğlu, G. A. (2018). Study of the needs analysis of English preparatory class students at university level and the evaluation of readymade and non-readymade teaching materials (Thesis Number: 516100) [Master thesis, Hacettepe University]. Council of Higher Education National Thesis Center.
  • Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (Vol. 368). MA: Allyn & Bacon.
  • Brown, J. D. (1995). The Elements of Language Curriculum. Heinle & Heinle.
  • Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The Handbook of Language teaching (pp. 267–293). https://doi.org/10.1002/9781444304998.ch14
  • Can, E., & Can, C. (2014). Türkiye’de ikinci yabancı dil öğretiminde karşılaşılan sorunlar. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 43–63.
  • Crystal, D. (2003). English as a global language. Cambridge University Press. https://doi.org/10.1017/CBO9780511486999
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
  • Çakir, K., & Kurt, G. (2020). An English Language Needs Analysis of Preparatory School Students at a State University, 23-41.
  • Darıcı, A. (2016). The importance of needs analysis in materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in Materials Development (pp. 31–41). SensePublishers. https://doi.org/10.1007/978-94-6300-432-9_3
  • Dastgoshadeh, A., & Jalilzadeh, K. (2011). Language loss, identity, and English as an international language. European Journal of Social Sciences, 21(4), 659-665. https://doi.org/10.1007/978-94-6300-432-9_3
  • Demir-Ayaz, A., Özkardaş, S., and Özturan, T. (2019). Challenges with English language teaching in high schools in Türkiye and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1), 41-55. https://doi: 10.32601/ejal.543778
  • Demirtaş, İ., & Sert, N. (2010). English education at university level: Who is at the centre of the learning process? Novitas-ROYAL (Research on Youth and Language), 4(2), 159-172. https://doi.org/10.1504/IJEL.2010.035932
  • Dewey, J. (1933). A restatement of the relation of reflective thinking to the educative process. DC Heath.
  • Doğan, S., & Mede, E. (2017). A language focused needs analysis for EFL speaking in preparatory programs: A case in Türkiye. [Unpublished master’s thesis]. Bahçeşehir University.
  • Dülger, O. (2016). Evaluation of EFL course-books taught in Türkiye based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1-11. https://doi.org/10.18768/jaelt.3253
  • Dündar, E., & Merç, A. (2017). A critical review of research on curriculum development and evaluation in ELT. European Journal of Foreign Language Teaching, 1(2), 45-60. https://doi.org/10.46827/ejfl.v0i0.55
  • Ennser-Kananen, J., Escobar, C. F., & Bigelow, M. (2017). “It’s practically a must”: Neoliberal reasons for foreign language learning. International Journal of Society, Culture and Language, 5(1), 15-28. https://doi.org/10.12658/IJSCLE2017.5.1.1502
  • Erdoğan, P., & Gürol, M. (2021). The needs analysis of English preparatory school instructors towards professional skills in higher education. Journal of Curriculum and Teaching, 10(1), 56-67. https://doi.org/10.5430/jct.v10n1p56
  • Hattani, H. A. (2019). ESP needs analysis at the Moroccan university: Renewable energy engineering students at EST Fes as a case study. Journal of English Language Teaching and Linguistics, 4(1), 101-115. https://doi.org/10.21462/jeltl.v4i1.296
  • Hereh, M. M. (2020). A language learning needs analysis for Syrian EFL learners in Gaziantep City (Thesis number: 637086) [Master thesis, Gaziantep University]. Council of Higher Education National Thesis Center.
  • Hughes, A. (2020). Testing for language teachers. Cambridge University Press. https://doi.org/10.1017/9781108685735
  • Hutchinson, T., & Torres, E. (1994). The textbook as an agent of change. Elt Journal, 48(4), 315-328. https://doi.org/10.1093/elt/48.4.315
  • Işık, B., & Işık, A. (2017). Yabancı dile neden hala yabancıyız. Eğitime Bakış (39), 3-11.
  • Javadi, F. (2014). On the relationship between teacher autonomy and feeling of burnout among Iranian EFL teachers. Procedia-Social and Behavioral Sciences, 98, 770-774. https://doi.org/10.1016/j.sbspro.2014.03.488
  • Kar, İ. (2014). İstanbul Sabahattin Zaim Üniversitesi zorunlu yabancı dil hazırlık programı öğrencilerinin İngilizce dili ihtiyaç analizi [An English language needs analysis of obligatory English preparatory program students at İstanbul Sabahattin Zaim Universtiy] (Thesis number: 393526) [Master thesis, İstanbul Sabahattin Zaim University]. Council of Higher Education National Thesis Center.
  • Karakılıç, S. (2014). Evaluation of the efl coursebook" Language Leader" from Ufuk University Preparatory School students' perspectives (Thesis number: 375809) [Master thesis, Ufuk University]. Council of Higher Education National Thesis Center.
  • Kırkgöz, Y. (2009). Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Türkiye. Teaching in Higher Education, 14(1), 81-93. https://doi.org/10.1080/13562510802602640
  • Kurtuluş, F., & Asal, Z. (2019). Hazırlık okulu öğrencilerinin İngilizce eğitim ihtiyaçları [English education needs of the preparatory school students.] Kastamonu Education Journal, 27(3), 1005-1014. https://doi.org/10.24106/kefdergi.2319
  • Küçükakın, P. M., & Dönmez, Ö. (2024). Unveiling the potential of the Natural Approach in language teaching: Insights from field testing. XI th International Eurasian Educational Research Congress (EJER 2024). 21-24 May 2024 - Kocaeli, Türkiye.
  • Küçükakın, P. M., & Demir C. G. (2021). The relationship between classroom management and students’ learning: A systematic review. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(2), 843-861.
  • Lertchalermtipakoon, P., Wongsubun, U., & Kawinkoonlasate, P. (2021). Need analysis: English language use by students in the tourism and hospitality industry. English Language Teaching, 14(3), 59-71. https://doi.org/10.5539/elt.v14n3p59
  • Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge.
  • Mansouri, F., & Duffy, L. (2005). The pedagogic effectiveness of developmental readiness in ESL grammar instruction. Australian Review of Applied Linguistics, 28(1), 81-99. https://doi.org/10.1075/aral.28.1.06man
  • Maxwell, J. A. (2022). Interactive approaches to qualitative research design. The Sage handbook of qualitative research design, 41-54.
  • McKillip, J. (1987). Needs analysis: Tools for the human services and education. Sage.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nunan, D. (1988). Syllabus Design. Oxford University Press.
  • Nunan, D. (1991). Language teaching methodology. A textbook for teachers. Prentice Hall.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL quarterly, 37(4), 589-613. https://doi.org/10.2307/3588214
  • Özmat, D., & Senemoğlu, N. (2020). Yabancı dil öğrenmeyi zorlaştıran faktörler üzerine nitel bir çalışma [A Qualitative Research on the Factors that Make Language Learning Difficult]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 1235-1253. https://doi.org/10.17679/inuefd.734985
  • Richards, J. C. (1984). Language curriculum development. RELC journal, 15(1), 1-29. htpps//doi.org/10.1177/003368828401500101
  • Richards, J. C. (2003). Curriculum development in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
  • Rostami, F., & Zafarghandi, A. M. (2014). EAP needs analysis in Iran: The case of university students in chemistry department. Journal of language Teaching and Research, 5(4), 924-930. https://doi.org/10.4304/jltr.5.4.924-934
  • Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49 (1), 59-65. https://doi.org/10.1093/elt/49.1.59
  • Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The effectiveness of reading English learning process based on blended learning through "Absyak" website media in higher education. Budapest International Research and Critics in Linguistics and Education Journal, 3(2), 763-772. https://doi.org/10.33258/birle.v3i2.927
  • Stake, R. (1995). Case study research. Sage.
  • Stufflebeam, D. L., McCormick, C. H., Brinkerhoff, R. O., & Nelson, C. O. (2012). Conducting educational needs assessments (Vol. 10). Springer Science & Business Media. https://doi.org/10.1007/978-94-011-7807-5
  • Şahin, K. (2018, December). Türkiye'de yabancı dil öğretimi, sorunlar ve çözüm yolları. In X. National Teacher Symposium, Istanbul, Türkiye.
  • Tang, X. (2019). Learnability of grammatical sequencing: A processability perspective of textbook evaluation in EFL settings. Chinese Journal of Applied Linguistics, 42(2), 236-257. https://doi.org/10.1515/CJAL-2019-0014
  • Teng, F. (2019). Understanding teacher autonomy, teacher agency, and teacher identity: Voices from four EFL student teachers. English Teaching & Learning, 43(2), 189-212. https://doi.org/10.1007/s42321-019-00024-3
  • Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4th and 5th grade English language teaching program. İlköğretim Online, 9(1), 52-65.
  • Türkkan, G. (2022). The evaluation of the English language program in preparatory school of a foundation university using CIPP model (Thesis number: 737445) [Master thesis, Ufuk University]. Council of Higher Education National Thesis Center.
  • Uçar, F. A. (2020). The evaluation of students' and teachers' perceptions on the EFL curriculum of vocational high schools: A needs analysis. (Thesis number: 643193) [Master’ thesis, Çukurova University]. Council of Higher Education National Thesis Center.
  • Ulum, Ö. G. (2016). A needs analysis study for preparatory class ELT students. European Journal of English Language Teaching, 1(1), 45-58. https://dx.doi.org/10.46827/ejel.v0i0.78
  • West, R., Güven, A., Parry, J., & Ergenekon, T. (2015). The state of English in higher education in Türkiye. British Council & TEPAV.
  • Witkin, B. R., & Altschuld, J. W. (1995). Planning and conducting needs assessments: A practical guide. Sage.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Program Değerlendirme
Bölüm Makaleler
Yazarlar

Pinar Mercan Küçükakın 0000-0002-6966-0555

S. Aslıhan İleri 0000-0002-8699-2623

Gülşah Coşkun Yaşar 0000-0002-6778-0713

Erken Görünüm Tarihi 28 Nisan 2025
Yayımlanma Tarihi 28 Nisan 2025
Gönderilme Tarihi 15 Ekim 2024
Kabul Tarihi 29 Ocak 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 22 Sayı: 1

Kaynak Göster

APA Mercan Küçükakın, P., İleri, S. A., & Coşkun Yaşar, G. (2025). Student and Instructor Perspectives on the English Preparatory School’s ELT Program: A Needs Analysis Study. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 72-96. https://doi.org/10.33711/yyuefd.1568117
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