EVALUATION OF A FOREIGN LANGUAGE PROFICIENCY PROMOTION PROJECT (CHINESE AND ENGLISH) FOR THE ACADEMIC YEAR 2024 USING THE CIPPIEST Model: A CASE STUDY OF NASAN MUNICIPAL KINDERGARTEN SCHOOL

Abstract

This research aimed to: 1) evaluate the implementation of the project promoting foreign language proficiency (Chinese and English) at Nasan Municipal Kindergarten School, and 2) explore approaches for enhancing foreign language skills among early childhood learners. The study adopted the CIPPIEST Model as the evaluation framework, emphasizing comprehensive coverage of various dimensions of the project—both in terms of management and the actual learning outcomes for students and stakeholders. This study employed evaluation research methodology. The sample group consisted of 114 participants selected through purposive sampling, including 8 teachers, 97 parents, and 9 school board members. Data were collected using a five-point Likert scale questionnaire, which was validated for content accuracy by experts and tested for reliability using Cronbach's alpha coefficient, yielding a value greater than 0.80. Data were analyzed using descriptive statistics, including mean and standard deviation. The research findings indicated that the project implementation was rated at a “high” level of appropriateness overall and across all dimensions. Notably, the project context aligned well with educational policies and the needs of the community. The project also demonstrated strong potential for knowledge transfer and continuity in the long term. However, the impact dimension showed room for improvement, particularly in enhancing the involvement of parents and the community. The project had a positive effect on students’ language development. Learners demonstrated increased confidence, motivation to learn, and a more positive attitude toward foreign languages. Policy recommendations include continuing the project over the long term, integrating it with the school’s development plans, producing guidelines or manuals to support scaling the project to other early childhood education settings, and fostering collaborative networks with local communities and agencies to sustainably improve the quality of foreign language learning for young children.