Basically, evaluation addresses whether the goals and objectives of a language program are being attained, that is, whether the program is effective (in absolute terms). In cases where a choice must be made between two possible program options geared to the same objectives, a

secondary focus may be on the relative effectiveness of the program. In addition, evaluation may be concerned with how teachers, learners, and materials interact in classrooms, and how teachers and learners perceive the program’s goals, materials, and learning experiences. The relatively short life span of most language teaching methods and the absence of a systematic approach to language program development in many language teaching institutions is largely attributable to inadequate allowance for program evaluation in the planning process. In the absence of a substantial database informing decisions about how effective a language program is or how its results are achieved, chance and fashion alone often determine program adoption and adaptation. Consequently, much has been written about the design of language teaching courses, methods, syllabuses, and materials, but little has been published about the impact on learners of programs, approaches, methods, instructional strategies, and materials.