Instructors' views regarding the level of importance and implementation of quality standards in intensive English programs

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2023-10-17 DOI:10.1002/tesj.765

Orhan Ataman, Abdullah Adıgüzel

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Abstract

Abstract The aim of this research was to determine instructors' views regarding the level of importance and implementation of quality standards in intensive English programs (IEPs) of higher education in Türkiye. A descriptive research method was used for the study. The authors used a questionnaire produced from simplified versions of IEP quality standards of 12 accreditation bodies. The questionnaire consisted of 7 standard areas and 70 items. As for the data gathering process, stratified sampling method was used. Universities in Türkiye were divided into 6 categories according to their scores in the University Ranking by Academic Performance (URAP) list, and 258 instructors working at universities in different URAP categories participated in the research. As a result of the study, it was seen that all of the standard areas were considered important by instructors. Six of the standard areas were found to be met “to a great extent,” whereas the “Continuous Improvement” standard area was found to be met “moderately” according to instructors' views. Also, the instructors who experienced the accreditation process gave more importance to quality standards. Finally, it was determined that the level of implementation of the quality standards was rated higher at accredited IEPs.

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教师对强化英语课程中质量标准的重要性和实施的看法

摘要本研究的目的是确定教师对 kiye高等教育强化英语课程(IEPs)质量标准的重要性和实施程度的看法。本研究采用描述性研究方法。作者使用了从12个认证机构的IEP质量标准的简化版本中产生的问卷。问卷由7个标准区域70个题项组成。在数据收集过程中，采用分层抽样方法。日本大学根据学业成绩排名(URAP)将各大学分为6个等级，在不同等级大学工作的258名教师参与了调查。研究结果表明，教师认为所有的标准领域都很重要。六个标准领域被发现“很大程度上”得到满足，而“持续改进”标准领域被发现根据教师的观点“适度”得到满足。此外，经历过认证过程的教师更重视质量标准。最后，经确认的国际教育机构执行质量标准的水平较高。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.