An evaluation of the MA TEFL program at Bilkent University

Abstract

This study aimed to investigate the achievements of the M.A. TEFL program at Bilkent University in terms of its goals and objectives, as well as determine possible changes for the future of the program. The data were collected through document analysis, interviews and questionnaires. Document analysis and interviews were conducted to collect data about the original goals and objectives of the program, as well as to determine criteria for assessing the success of the program. In questionnaires and telephone-interviews, two groups: the graduates of the program and their administrators, were asked their opinions about the characteristics of the program and the personal and professional effects of the program on program participants. The results of both the questionnaires and telephone interviews, based on the graduates' and their administrators' responses, indicate that overall the M.A. TEFL program at Bilkent University has achieved its goals and objectives in terms of improving its participants' personal and professional lives as language teachers. The results also show that the program has had the intended effect in Turkey, that the participants have improved their teaching methodologies, and critical thinking, and they have also become more aware of their students' needs as a results of participating in the program. Administrators' ratings about the characteristics and the effects of the program were consistently less than the graduates of the program. However, both groups agreed that there was a continued need for such a program in Turkey, though again the administrators were less enthusiastic than the graduates. However, results also showed that the graduates have not increased in their professional responsibilities or positions, suggesting either that having an M.A. in TEFL is not enough for an increase in responsibilities, or that one to seven years of experience with an M.A. degree is not enough to be promoted to a higher position. Results also suggest that some changes should be made in the design and curriculum of the program, such as increasing teacher development opportunities and selecting more appropriate instructors for the program.