The aim of this study is to examine the use of formative evaluation
using a process-based model as a way of conceptualizing the
parameters of an evaluation study. In particular, it examines the
question of "Does formative program evaluation provide useful data
for an ESP program? The Arabian Industrial College (AIC) English
for specific purposes program was used as an example to conduct the
current study. More specifically, a selective group of
stakeholders' perspectives-ESP teachers, students and alumni-of the
various components of an ESP program were examined at the AIC. The
results indicated that using a formative approach to evaluate an
ESP program would not only help educators identify strengths of
their language program and reinforce those strengths, but such
approach would also help them examine practices and policies and to
address them where necessary.
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