摘要：This article reports the results of a context evaluation made to the reading comprehension program at Universidad de Antioquia. This program evaluation used the CIPP model (context, input, process, product) proposed by Daniel Stufflebeam (1983, 1993, 2000), and it was framed in a mixed-methods study. Qualitative and quantitative data collection was made using methods, such as questionnaires, focus groups, and interviews, and it was obtained from students, teachers, and administrators of the program and the university. Data analysis was done using the free software R and the qualitative analysis software NVivo 9. Findings indicated a global state of the program, its strengths, weaknesses which constituted the most striking aspect of the program, as well as needs and possibilities. These findings led to recommendations for decisive actions for restructuring the program and foreign language policy in the university Received: 2014–08–31/ Accepted: 2015–04–16 How to reference this article: Quinchía Ortiz, D. I., Muñoz Marín, J. H., & Sierra Ospina, N. (2015). Evaluación del contexto de un programa de competencia lectora en inglés en una universidad pública en Colombia a través del modelo de evaluación CIPP. Íkala, Revista de Lenguaje y Cultura , 20(3), 293–314. doi: 10.17533/udea.ikala.v20n3a02
关键词：program evaluation, CIPP evaluation model, foreign language policy;evaluacion de programa, modelo de evaluacion CIPP, politica de lengua extranjera;evaluation du programme, modele CFPP, politique des langues etrangeres
