Trainees’ Needs in Higher Diploma Program Training Module Evaluation: A case study of English Language Teachers

This study attempted to determine ELT trainees’ needs in Higher Diploma Program (HDP) module evaluation, and assess the overall pedagogical value of the training module to teachers at higher education. The study applied qualitative case study design by purposively selecting six English language teachers completed HDP training from Arba Minch University. E-mail interview and module evaluation checklist were tools used for data collection. The data was analyzed based on themes in the interview and the contents in the rubric with the level of quality stated in the scale. The results revealed that the training material did not fit for all trainees equally. Though trainees were different in their knowledge bases, the enhancement of HDP training module content for some knowledge bases was adequate. Furthermore, the training material helped trainees to develop their pedagogical skills in the field-based study. However, the topics and contents were not subject area specific, and some activities were weak to promote interaction. For the well-designed activities, their applicability in addressing for diverse audience was poor. Furthermore, the material was not designed in line with the scientific research findings, lacks additional resources to support training and no instruction was indicated to adapt it for various classrooms’ learning environments. From the English Language teachers’ viewpoints, it was concluded that training and training material have to be designed according to particular discipline’s needs. Limitations, recommendations and implications for future research areas were indicated.