Abstract:

The course of foreign language (English) taught at professional high schools is the qualification of providing language skills at the basic level. The evaluation of the teaching programs is of great importance in demonstrating the effectiveness and success of the programs applied in education. The objective of this study is to evaluate the foreign language (English) curriculum, which is being applied at Harran University's Professional High School with the context, input, process and product (CIPP) model towards the students' opinions. The universe of research, the Harran University Social Sciences Professional High School 2018-2019 educational teaching year is a spring period of foreign language (English) course, which is accessible and selected on the basis of the essence of volunteering using the mass sampling method that is taking. To identify the assessments of students participating in the study on the English lesson curriculum, the "Student Assessment Survey" developed by Karataş (2007: 82) was used. At the end of the study, the students found that the English lesson curriculum was partially sufficient, that their assessments of the curriculum showed significant differences according to the variable of the section (p<0.05), and that their assessments of the program, in contrast, showed no significant differences according to the variable of gender and age group (p>0.05).

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