AN EVALUATION OF THE PLANNING AND IMPLEMENTATION OF ENGLISH LANGUAGE AND LITERATURE PROGRAM: THE CASE OF UNDERGRADUATE PROGRAM OF WACHEMO AND WOLKITE UNIVERSITIES

Abstract

This study aimed at evaluating the planning and implementation of the nationally harmonized undergraduate modular English language and literature program in the case of Wachemo and Wolkite universities in Ethiopia. To achieve the objectives, a mixed (both qualitative and quantitative) approach in general and a convergent-concurrent design in particular was used. Stufflebeam„s (1983) CIPP (context, input, process, and product) academic program evaluation model was also used as an evaluative/conceptual framework of the study. First, the nationally harmonized undergraduate English language and literature curriculum document was analyzed to see its congruence with the major assumptions of modular instruction in Ethiopian higher education institutions. Next, 183 participants comprising 22 instructors 159 students and 2 department heads were involved to reflect their views and the challenges in implementing the program. In doing so, both close and open-ended questionnaires were employed to collect data from the participants. Then, a triangulation of both data and tool was made through conducting FGDs with instructors and students and interviews with department heads. The data were analyzed both quantitatively and qualitatively. The results revealed that the document was found to lack congruence with the assumptions though the participants had a relatively higher view towards the planning than its implementation. Failure to state objectives in light of the learner centered teaching-learning approach, a mismatch between the number of competences and the core modules, failure to clearly state the rationale for what, why and how to group courses into whole semester and block manner and to group the courses into years and semesters, and failure to clearly indicate the standard to judge how the objectives of the core modules can be achieved were among the major problems for the incongruence. The participants were also disappointed with the implementation due to several conceptual and contextual challenges. Students‟ low English language background, students‟ low interest to study English language and literature as their field of study, block mode course delivery, low quality assessment mechanisms and instructors‟ low commitment are among the challenges to impede the implementation. Therefore, the findings imply that appropriate needs assessment should be made, particularly to identify the needs of learners among others, for effective design and implementation of the program with due consideration of the participants‟ views and the challenges