摘要：AbstractThis study aimed to evaluate the student perceptions and perspectives on their progress in the speaking skills course at the Preparatory school of English Language Teaching program in the Faculty of Education at Sakarya University. In this study, the CIPP model developed by Stufflebeam was taken as a basis of evaluation to measure the perceptions of the preparatory students towards the effectiveness of the course. As is known, the CIPP model consists of four core concepts: context, input, process, and product evaluation. In this study, the stage of process was evaluated by means of a four part questionnaire consisting of 66 items and 5 open ended questions. The main objective of the evaluation at this stage was to find out defects in the procedural design or its implementation in process to come up with tangible suggestions for the refinement and improvement of the program. The evaluation of the course revealed several significant results in that more pair work and group work are favored by the students. Student-centered classes are preferred by the majority of the students. More peer correction is regarded as a helpful activity that might also serve to constitute a friendly atmosphere in a class. Students’ perceptions clearly in dicated that the most frequently used type of instructional method was student presentations. From the open ended question section, it is obvious that students do not prefer lecture type classes. They preferinteractive, entertaining and cooprative tasks in their learning process.
