Evaluation of the curricula in the English language departments

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A case study of four higher education institutions in Tunisia

This study is an evaluation endeavour of the EFL curricula in higher education institutions in Tunisia.

It provides information regarding the availability of a clear foreign language curriculum in the English language departments, similarities and differences between the EFL curricula, the extent to which goals are achieved, and the satisfaction and/or dissatisfaction of various stakeholders.

This evaluation combined quantitative and qualitative research approaches for collecting and analysing data.

This mixed-method approach was based on careful compilation of information from a variety of sources, including students, students’ TOEFL scores, former students, teachers, inspectors, and official institutional records.

A total of 567 students completed the questionnaire designed for students.

In addition, 199 students sat for a TOEFL test, 74 respondents filled out the questionnaire designed for former students, 98 participants completed and returned the questionnaire for teachers and 4 inspectors responded to a structured interview.

Furthermore, a document survey was carried out including questionnaires, test scores, and an interview.

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