Evaluation of Optional English Preparatory Program Based on Student and Lecturer Views


  • Nazife Şen Ersoy
  • Dilruba Kürüm Yapıcıoğlu




İsteğe bağlı hazırlık eğitimi, yabancı dil öğretimi, hazırlık öğrencisi, okutman


This study was conducted to analyze optional English preparatory program based on student and instructor views. This study was conducted with 109 students attending the Optional English Preparatory Program and the 12 instructors, who consisted the academic staff for the English preparatory program in 2011 academic year. In this qualitative study, the research data was obtained from students via an open-ended questionnaire and from instructors a semi-structured interview. The data collected in the study were analyzed by content analysis technique and all the data were analyzed manually. The study findings revealed that based on the student and instructor views, the students enrolled in the program for personal and career development, to improve their knowledge and understanding of English language for practical use. They also concur that program satisfied these expectations. In terms of program structure and implementation, student and instructor views concentrated on duration, the number and the distribution of the courses, weekly course plan and exams and yet, these views differs among participants themselves and between the two groups. Certain instructors were of the opinion that the “optional” nature of the program effected the quality positively while others believed it to be negative. Lastly, instructors agreed that program`s optional nature has direct or indirect effects on students’ motivation, course attendance and participation along with academic achievement. Yet, it was believed that these factors varied from student to student, and they could also differ based on class dynamics and student-instructor interactions.



How to Cite

Şen Ersoy, N. ., & Kürüm Yapıcıoğlu, D. . (2022). Evaluation of Optional English Preparatory Program Based on Student and Lecturer Views. Journal of Qualitative Research in Education, 3(3). https://doi.org/10.14689/issn.2148-2624.1.3c3s1m