Investigating Class Coherence and its Effect on EAP Course Evaluation: A Case Study of MA Students of Geography and Tourism

Abstract

In the practice of EAP, there are two parallel components of course design: Needs Analysis vs. Course Evaluation.
Needs Analysis is carried out for estimating target level needs in contrast with the present level of proficiency. Course evaluation
is conducted by the university administration to determine if the course has been responsive to the goals as assigned by the
Ministry of Higher Education. However, perception of needs may cause conflicts between the practitioner, the students, and the
administration. The students’ perception of needs differs from the needs indicated by the university’s selected syllabus and with
the practitioner’s perceptions. The mismatch causing the contrast may affect the reliability of evaluation results. the evaluation
questionnaire containing fifteen items was discussed and examined first; then comprehensive needs analysis data were
collected which aimed to reflect proficiency levels, attitudes, and perceptions of the students concerning EAP in their future study
and professional needs. The differences between the students’ perceptions leading to varying class coherence, the practitioner’s
perceptions, and the university expectations of target situation can lead to various levels of subjectivity in evaluating the EAP
practitioners’ work quality.