Abstract
ABSTRACT Title : Investigating the implementation of course syllabi at Eastern Mediterranean University English Preparatory School in Northern Cyprus Author: Eren Süleyman Kufi Thesis Chairperson: Dr. Phyllis Lim, Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Teri S. Haas, Ms. Susan D. Bosher, Bilkent University, MA TEFL Program This descriptive study was designed primarily to investigate whether the students' perceived needs are addressed in their classes at Eastern Mediterranean University English Preparatory School (EMUEPS), and if the course syllabi or weekly programs meet the students needs' in terms of preparing them for further studies in their departments. The participants were 28 teachers and administrators, and 80 students from various programs within the institution. Interviews were held with administrators and teachers, a questionnaire was developed and administered to teachers and students. The first research question concerned to what extent what gets taught in the classroom is based on the course syllabi and weekly programs. According to the results the majority of the teachers say that what gets taught in the classroom is based on the course syllabi and weekly programs. The second research question concerned to what extent the weekly programs are based on the course syllabi developed by the skill leaders. The results of the teacher questionnaires indicated that the majority of teachers feel that the weekly programs are based on the course syllabi. However, many teachers were unaware of the difference between the course syllabi and the weekly programs. The third research question concerned to what extent the course syllabi or weekly programs are appropriate to the needs of the students. Results of the teacher and student questionnaires indicated that the objectives stated in the questionnaires are considered important for the students, by both teachers and students, but are not sufficientlycovered in the classroom. The fourth research question concerned to what extent the course syllabi or weekly programs are consistent with the institution's objectives. The results of the teachers' questionnaires indicate that most teachers feel the syllabi and the weekly programs reflect the institution's objectives. However, some teachers said they were not quite sure what the institution's objectives were. In conclusion, the study discovered that the course syllabi or weekly programs for each skill do not cover completely the students' needs in class, and that the teachers do not always know the difference between course syllabi and weekly programs. As a result, most teachers were teaching without knowing the objectives of their lessons. The results of this study suggest that a curricular team should be organized, to ensure consistency among the skill leaders when developing their course syllabi. Furthermore, an explicit curriculum should be developed for EMUEPS in order for there to be coherence among the teaching of the skills in the classes, and across the divisions of the institution (policy, syllabi, teaching resources, testing, teacher training programs, and classroom implementation).
