Resumen

QUINCHIA ORTIZ, Diana Isabel; MUNOZ MARIN, Jorge Hugo  y  SIERRA OSPINA, Nelly. CIPP Model-based Context Evaluation on an English Language Reading Comprehension Course at a Public University in Colombia. Íkala [online]. 2015, vol.20, n.3, pp.293-314. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v20n3a02.

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.

Palabras clave : traducción audiovisual; referencias culinarias; cultura; domesticación; extranjerización.

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