24.101, Diss: Applied Ling/ English: Foroozandeh: 'Evaluation of the TEFL Program at Master's Level in Iran'

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LINGUIST List: Vol-24-101. Wed Jan 09 2013. ISSN: 1069 - 4875.

Subject: 24.101, Diss: Applied Ling/ English: Foroozandeh: 'Evaluation of the TEFL Program at Master's Level in Iran'

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Date: Wed, 09 Jan 2013 12:01:53
From: Elham Foroozandeh [elhamforoozandeh at yahoo.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 

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Dissertation Director(s):
Mehdi Riazi
Mortaza Yamini
Siyamack Samani
Firooz Sadighi

Dissertation Abstract:

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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