Evaluating the Pilot 5th Grade Intensive English Language Curriculum Implemented in Türkiye

Abstract

AbstractAbstractThis study evaluates the 5th Grade Intensive English Language Curriculum through Stake’s Congruence-Contingency Model. A convergent parallel mixed-methods design was used, combining document analysis and non-participant classroom observations with quantitative data from a teacher questionnaire, an academic achievement test, and an attitude scale. The study was conducted during the first semester of the 2021-2022 academic year in five pilot secondary schools located in a provincial city in Türkiye. In the quantitative strand, student change was examined through a one-group pretest-posttest design; therefore, findings were interpreted cautiously as within-group change rather than causal evidence of curriculum effectiveness. Findings showed that teachers had not received in-service training, the curriculum became markedly more demanding after Unit 15, and the textbook was viewed as inadequate for achieving the curriculum’s communicative goals. Although students’ curriculum-based achievement scores improved slightly, overall achievement remained limited and attitudes toward English changed only minimally. Overall, the findings indicate partial or weak congruence between curriculum intentions and classroom realities, especially in relation to developmental appropriateness, materials, and communicative implementation.