The University of Tehran Journal of Foreign Language Research 2588-4123 4 1 2014 03 21 Evaluation of New English Language Teaching Programs of First and Second Grades of Iranian High Schools Evaluation of New English Language Teaching Programs of First and Second Grades of Iranian High Schools 83 106 61648 10.22059/jflr.2014.61648 FA Shiva Kaivanpanah Faculty member and associate professor of University of Tehran Seyed Mohammad Alavi Faculty member and associate professor of University of Tehran Seyed Javad Tabaeifard PhD candidate Journal Article 2016 01 27 Considering the importance of English language teaching programs at Iranian high schools, the present study scrutinizes different stake holders' evaluation regarding the efficacy of the English language program, at first and second grades of Iranian high schools by using CIPP model of evaluation. Participants include students, teachers, language policy makers and text-book developers from five provinces of Iran. The data was obtained from questionnaires, interview, observation, and the investigation of different documents and policies of Ministry of Education and course books. The context findings reveal that most of the classes do not have basic facilities. Some classes are overcrowded and heterogeneous. Also time allocation is Inadequate. Regarding the input, the program has a well establish policies in an objective dimension however it is vital to inform to English teachers. In process aspect of the evaluation the majority of stakeholders believed that new series of books in first and second grades are well designed. At the end based on the findings some suggestions are offered. Considering the importance of English language teaching programs at Iranian high schools, the present study scrutinizes different stake holders' evaluation regarding the efficacy of the English language program, at first and second grades of Iranian high schools by using CIPP model of evaluation. Participants include students, teachers, language policy makers and text-book developers from five provinces of Iran. The data was obtained from questionnaires, interview, observation, and the investigation of different documents and policies of Ministry of Education and course books. The context findings reveal that most of the classes do not have basic facilities. Some classes are overcrowded and heterogeneous. Also time allocation is Inadequate. Regarding the input, the program has a well establish policies in an objective dimension however it is vital to inform to English teachers. In process aspect of the evaluation the majority of stakeholders believed that new series of books in first and second grades are well designed. At the end based on the findings some suggestions are offered. https://jflr.ut.ac.ir/article_61648_daafe0e16a7c8fdbcb39751df4ac0f11.pdf