Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: Mustafa Öztürk

Konular:-

Anahtar Kelimeler: Modular curriculum,Foreign language education,Higher education,EFL,Preparatory programs

Özet: Abstract This paper examines Modular EFL Curriculum implemented at Hacettepe University with respect to planning, implementation, and assessment processes and provides solutions for problems. The study adopted both quantitative and qualitative methods of research and used five main data sources: program document, material and test developers constructing the curriculum; instructors implementing the curriculum in class; students; and students’ formative assessment grades and proficiency exam results. The quantitative data were analyzed through descriptive statistics, and the qualitative data were interpreted by using thematic coding. The general results revealed that the strengths of the program were its being flexible, dynamic, gradual, process and product--‐‑oriented and its minimizing effect on the student dropouts. To make it more efficient, students should be placed in modules through an appropriate placement test which is consistent with the contents of the modules, alternative procedures should be included in the assessment processes, and the modules should be constructed considering Turkish students’ profile and thus emphasize certain skills more and certain skills less by disregarding the assumption that all skills tend to develop concurrently.

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