The Evaluation of an English Preparatory Program Using CIPP Model and Exploring A1 Level Students’ Motivational Beliefs

The purpose of the present study is to evaluate English Preparatory School Language Program in a state university from students’ and instructors’ point view also investigate motivational beliefs for learning existing program. More specifically, Stufflebeam’s (1971) CIPP (context, input, process, product) evaluation model was used language program whereas MSLQ (motivated strategies questionnaire) developed by Pintrich, Garcia, Mckeachie Smith (1991) administered participating students. Both quantitative qualitative data were collected this study. obtained through questionnaires 54 Turkish EFL students 33 instructors enrolled A1 (elementary level) preparatory gathered via semi-structured interviews with 10 5 same findings revealed that partially succeeded its objectives. content materials, assessment dimensions as well teaching methods. On other hand, there need improvement speaking listening skills tasks In addition this, among students, control beliefs, task value intrinsic goal orientation perceived be crucial during process learning. provides suggestions pedagogical implications programs.