Applying Evaluation Principles to a Collaborative Intensive English Language Programme Between a Japanese and a U.S. University


Language programmes employ a number of strategies, methods, and tools to ensure their success. One such tool frequently used is an evaluation. Evaluations are necessary to determine the value, worth, merit and/or significance of something, thereby assisting decision makers with judgements that impact a program; hence the purpose of this study—to describe how an evaluation of a language programme was utilised to implement feedback from its instructors. Twelve former instructors were recruited for the study by the principal evaluator. Data was collected through individual semi-structured interviews. Participants also engaged in follow-up interviews to reconfirm their responses. After analysing the responses, data was organised into three thematic categories— professional development, programme support, and curriculum design. The principal evaluator presented the data to the programme administrators and provided recommendations that would: (a) be beneficial to the programme; (b) address the professional development needs for instructors; and (c) enable planning for and implementation of faculty training in future iterations of the programme. The study further discusses how the intensive language programme benefitted from the evaluation and increased active participation from the programme administrators.

Author Information
Reginald Gentry, University of Fukui, Japan
Dylan Jones, University of Fukui, Japan

Paper Information
Conference: SEACE2024
Stream: Professional Training

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Posted by James Alexander Gordon