Model, Instrument, and Procedure: Do We Need to Have Second Thoughts about the Evaluation Process of English Language Institutes?

Document Type : Original Research

Authors
Jamal Zakeri 1
Gholam Reza Kiany 2
Abdollah Baradaran 3
1 PhD Student in TEFL, Islamic Azad University Central Tehran Branch, Tehran, Iran
2 Associate Professor, Tarbiat Modarres University, Tehran, Iran
3 Associate Professor, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Abstract
To launch an evidence source for successive judgment and decision making, program evaluation of any educational institute is an indispensable process, and language institutes are not the exceptions. In an attempt to propose a solution for a fundamental problem as the lack of a standard evaluation program for English language institutes, this study used a new method to be implemented in the context of ‘English language institutes (ELIs)’ of Iran. In this country, evaluation of nongovernmental centers, including ELIs, is carried out by the Ministry of Education (ME) using a performance evaluation framework which mainly collects the required data through a survey form (locally known as ‘Form 322’). We adopted and applied the survey form 322 into developing a specific questionnaire. Ninety ELIs administrators of Mazandaran were surveyed through an instrument that was piloted and validated through the obtained data. The extracted results from the questionnaire were sorted into the categories of “validation”, “improvement”, “redesigning”, and “researchers’ opinion”. The results showed that the original form, long used in the country, needs to be redesigned. To cross-validate the obtained data and the emerging results, fifteen volunteers from the participating institutes were interviewed for their ideas through Skype and direct interview. Consistent with the results, not only for Iran are an online platform and a standard evaluation and monitoring process recommended, but also an international integrated performance evaluation standard is strongly suggested for English language institutes.

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The International Journal of Humanities
Volume 25, Issue 4
Summer 2018
Pages 42-64