Evaluation of the Turkish language teaching program applied to foreigners using the context, input, process, and product (CIPP) model

Abstract

The aim of this study is to evaluate the Turkish Teaching Program applied to foreigners at Ondokuz Mays University Language Teaching Center in terms of students. The evaluation was done by applying the (CIPP) model which developed by Stufflebeam (1971). The quantitative method was used because it fits the objective of this study. The data in the study was collected using questionnaires. The questionnaire consisted of two main parts; The first part is related to the participants’ demographic information, while the second part consists of 22 items based on the five-point Likert scale. Data were collected from 108 students enrolled in the B1 level Turkish Preparatory Program. After collecting the data from the participants, it had to be analyzed, so first, it was transferred to SPSS version 26, and then the statistical analyzes were performed. First, compliance and missing data were checked, and it was observed that all participants answered the questionnaires correctly. Therefore, descriptive statistics operations were applied to tabulate frequencies, percentages, arithmetic means, and standard deviations. The results showed that the program was partially successful in achieving its goals. Although some weaknesses were mentioned, the students expressed their overall satisfaction with the target program. The results showed that students also need to develop their listening and speaking skills.