evaluation of english for banking purposes (ebp) courses using stufflebeam’s context, input, process and product (cipp) model

The present study employed the context, input, process, and product (cipp) model of program evaluation to assess the effectiveness of bank melli iran (bmi) english for banking purposes (ebp) programs and identify the pedagogical challenges associated with these courses in terms of goals, current status, teaching methods, and training materials. data were collected through interviews and questionnaire surveys, involving 244 bmi bank employees working in foreign exchange (fx) branches and international departments. the data were analyzed using quantitative and qualitative methods. employees’ language learning and communicative needs were assessed by identifying their workplace routine tasks performed in english, qualitatively, and measuring the frequency and priority of identified tasks, quantitatively. the strengths and weaknesses of the courses as well as the main barriers to meeting the assessed needs were identified through interviews and questionnaire surveys. tasks which should be performed in english, by bmi employees, in the workplace, were identified and classified into major groups and their frequency was measured. the participants’ feedback on the priority of language skills in the workplace and barriers to the implementation of the courses indicated that bmi ebp courses should be redesigned to incorporate appropriate pedagogical principles of english for specific purposes (esp), ensuring alignment with employees’ specific needs. the findings of this study can be utilized by iranian banks to evaluate the appropriateness and effectiveness of their ebp programs.