EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5007	Syllabus Design and Evaluation in Language Education	Fall	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi ENİSA MEDE
Course Lecturer(s):	Dr. Öğr. Üyesi ENİSA MEDE
Recommended Optional Program Components:	None
Course Objectives:	This course aims at analysing second language (L2) curriculum; evaluating and developing curriculum in English for Specific Purposes.

Learning Outcomes

The students who have succeeded in this course;
By the end of this course, students will have the requisite knowledge and
skills to:
1. Describe and account for the differences and relationships among various syllabus designs.
2. Demonstrate ability to evaluate prospective L2 course materials.
3. Demonstrate ability to develop a curriculum and syllabus for a course that suits the individual needs of the student.
4. Demonstrate ability to synthesize the learned knowledge of varying syllabus types.
5. Rationalize the use of syllabus design and relationship to student needs and expected goals and outcomes of course being designed.
6. Evaluate and develop ESP curricula

Course Content

This course will familiarize students with theoretical and practical issues related to the selection of content and the development of corresponding instructional materials for ESL/EFL courses. It will provide students with an opportunity to design an L2 curriculum with corresponding syllabi and materials based on students’ own interests and needs.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course introduction.
2)	Curriculum Overview
3)	Needs Analysis
4)	Goals and Objectives
5)	Course Planning and Syllabus Design
6)	Testing
7)	Role and Design of Instructional Materials
8)	Materials
9)	Programme Implementation
9)	Effective Teaching
10)	Approaches to Evaluation
11)	Programme Evaluation
12)	Article Presentations
13)	Article Presentations
14)	Article Presentations, Finalizing the projects on Programme Evaluation

Sources

Course Notes / Textbooks:

• Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.
• Graves, K. (Ed.). (1996). Teachers as course developers. New York: Cambridge University Press.
• Richards, J,C. (2001) Curriculum Development in Language Teaching. NY: CUP
• Nunan, D. (1988) Syllabus Design. Oxford: OUP
• Krahnke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching. NJ: Prentice Hall, INC.

References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 10
Homework Assignments	10	% 30
Presentation	1	% 20
Project	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	10	10
Project	1	40	40
Homework Assignments	10	10	100
Total Workload			192

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.