Evaluation of B.Ed. Third Year English Language Teaching Methods and Practices: Context, Input, Process, Product Model

Abstract

This article examines B.Ed. Third-year English Language Teaching Methods and Practices (Eng Ed. 432), a course that has been implemented by Tribhuvan University since 2072, and it has been almost 11 years since the course was first implemented. Despite challenges in English language classrooms in Nepal, this course aims to produce competent English language teachers by providing them with the necessary knowledge and skills. Using the CIPP model designed by Stufflebeam, this study evaluates the course using the dimensions of context, input, process, and product. Given the study’s narrow focus and the highly specific participants in four information-rich cases, a semi-structured interview is adopted to evaluate a single course. The findings indicate overloaded course content, insufficient technological integration for delivery, and inadequate training for the course facilitator; however, students develop some confidence in teaching after completing the course. This study aims to provide policymakers, curriculum developers, and course facilitators with insights for improving course design and delivery. The study concludes that the problem lies in the curriculum rather than in teachers’ performance, and that a course may be satisfactory in theory but still fail to meet its objectives. This study also points to the need to revise the curriculum.