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

sem.2021.09.01.pdf

Original Research 

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