Presenting the evaluation model for English Language Teaching program tailored to the Iranian Army's Universities through CIPP model

Due to the lack of a native model for evaluating the English language teaching program tailored to the context of Iranian Army’s Universities, the present study aims to design and present a structured, scientific, and responsive native model incorporates native and international dimensions, components and indicators. The study is applied in nature, falls within the framework of qualitative research with thematic analysis approach and is inductive in terms of implementation strategy Data collection was conducted using a combination of documentary methods (library studies, higher-level documents, educational guidelines, etc.), semi-structured interviews, and field methods (observation). The statistical population includes 10 experts with a history of educational responsibilities, 14 English language professors and 10 junior students of Iranian army’s universities who were selected purposefully. Based on the analysis of all the obtained data, the systematic evaluation model of the English language teaching program of the Iranian Army's universities, which the researchers call "Military CIPP Evaluation Model", includes 4 dimensions, respectively, the Context with four components (needs analysis, objectives, environmental conditions and educational obstacles and problems), Input with seven components (educational policy, training program, structured teaching method, structured evaluation method, resources and content, educational facilities and equipment, and budget), Process with six components (teaching-learning process, evaluation process, Management and leadership style, educational resources and content, teachers' performance and students' performance) and the Product with three components (the overall performance of the English language teaching program, the effectiveness and sustainability of the program and the satisfaction of the stakeholders of the program) were presented.