The CIPP Model-Based Evaluation of English Courses taught in Non-English Degree Programs at Government College University Faisalabad

Abstract

The present study aimed to evaluate English courses taught in non-English major degree programs at Government College University Faisalabad, Pakistan. The study utilized a mixed-methods design for the collection of data using the CIPP Model of evaluation. The sample comprised 63 students of non-English major degree programs and 10 English teachers. The quantitative data was collected from the students using a closed-ended questionnaire having 4 portions related to "course aims and objectives," "course content and materials," "course conduct and teaching-learning process," and "assessment of students' performance." The qualitative data was collected by administering semistructured interviews with English teachers. Drawing on Stufflebeam’s (1971) CIPP (Context, Input, Process, and Product) model of evaluation, the analysis of the data was carried out. The results highlighted strong areas of courses along with those that required improvement to provide students with a more efficient and pertinent English language learning experience. The study has implications for the researchers, syllabus designers, teachers, and students of non-English major degree programs learning English.