ESL Program Evaluation Program Evaluation

ESL Program Evaluation

Program Evaluation -- Using a logic-based model we will look at the essential formative and summative processes in the ESL Research proposal regarding the implementation of certain types of secondary language instruction at the university level.

Program Synopsis -- In its most basic, ESL is a program for non-native English speakers to rapidly acquire the necessary communication skills in English to allow them to pursue their advanced studies at the university level. Most college bound foreign students do have some, albeit limited, experience with English. However, it is the advanced level of syntax and especially vocabulary that ofen cause difficulty at the advanced levels. Language is not simply rote memorization of works and sounds, but at the university level subtle issues in syntax and translation, idioms, and subject specific vocabulary (McKay and Schaetzel, 2008). Thus, the core reason for the proposed research is to uncover both the expectations (from the student, as well as outside teachers, tutors, and administrators), and the efficacy of certain methods and programs in ESL at specific universities.

Guiding Questions -- Research will focus specifically on American universities that host a large percentage of ESL learners from Latin countries. With limited time and budget, however, w3e will be able to look at only a smallish population, then extrapolate that data from there. Guiding questions are based specifically on the anticipated importance of the research when completed:

Desired Outcomes

Guiding Questions

1. Research will be robust and verifiable.

2. Research results will enhance individual student's understanding of ESL programs and expectations

3. Research will aid faculty and staff in their understanding of the needs of ESL students

What are the most effective means of teaching ESL at x university?

How are these methods implemented?

How does the ESL experience enhance or detract from the foreign student's overall university experience?

Program Outcomes

Guiding Questions

1. Research will provide data that will help stakeholders glean a better understanding of the ESL program in general, and with specific reference to those having difficulty

2. Tabulation of data will help establish new strategies and buttress pedagogical formats that are working to enhance ESL learning.

3. Results will potentially uncover gaps within the program and/or issues that need to be addressed by a multidimensional, higher level, university committee.

What are the specific issues each group of stakeholders has regarding ESL?

Are there best practices that should be included in xy university's ESL program?

What are the most successful current ESL techniques? The least successful?

What can students and instructors do to improve ESL in the short-term? Long-term?

Learning Objectives for Barriers

Guiding Questions

1. Description of basic research data that focuses on barriers to learning ESL.

2. Categorize the template data from the research.

3. Address the major concerns through reevaluation of lesson plans.

For the stakeholders, what are the overall barriers to ESL language learning at xy universities?

What methods, changes, techniques, or alterations can be used to improve ESL instruction?

What responsibilities do the basic stakeholders have in regarding to improving listener accountability?

What can the university as a whole do to improve the quality and veracity of its ESL instruction?