As the School of Foreign Languages, we adopt the Quality Policies of our university.

ZONGULDAK BULENT ECEVIT UNIVERSITY SCHOOL OF FOREIGN LANGUAGES QUALITY POLICY

In line with its mission, vision, and core values, Zonguldak Bülent Ecevit University SFL implements an educational policy based on international external evaluation criteria to achieve its strategic objectives in its courses, teaching methods, staff training, performance evaluation, assessment methods, and resources. Our quality policy ensures that the academic needs of each student are met by the learning program and that outcomes align with the school’s goals.

Our school not only carries out sustainable assessment activities to provide quality education and ensure full alignment with international standards in foreign language teaching, but also implements practices tailored to students' needs. By offering high-quality English education, we aim to improve students’ language awareness and knowledge and equip them with the English language skills necessary for their faculties. The purpose of the education provided is to enable students to follow their program courses easily, engage with course-related publications, contribute effectively to seminars and discussions, meet all written and oral course requirements, and communicate in English in social settings.

Zonguldak Bülent Ecevit University SFL aims to improve its quality in all educational activities according to the following goals:

1. To provide educational activities that effectively meet students’ needs.
2. To improve teaching and assessment standards.
3. To promote student and teacher self-monitoring.
4. To enhance school management systems.
5. To increase opportunities for professional development.
6. To ensure quality assurance.
7. To ensure active participation of academic and administrative staff and students in quality assurance processes.

QUALITY ASSURANCE PRINCIPLE

BEUN School of Foreign Languages (SFL) conducts all educational and administrative activities to ensure and sustain quality assurance through its Quality Commission. The commission meets during the first week of each month to evaluate activities based on the quality cycle and action plans.

Areas evaluated by the quality unit include: SFL principles and institutional practices, professional development activities, curriculum development, assessment and evaluation applications, accreditation processes, instructor and student surveys, reward mechanisms, and feedback collected through suggestion/complaint boxes.

At the end of each semester, students complete a survey evaluating instructors, courses, and materials. Results are reported and shared with the relevant instructors. The Curriculum Development Office collects reports from all units at the end of the academic year and organizes instructor evaluation surveys, with results presented to the department head. The Professional Development Unit conducts a needs analysis for instructors and organizes activities (sample lessons, social events, workshops, etc.) based on the results. Suggestion/complaint boxes in the school building are used to collect feedback from all stakeholders and are evaluated by relevant units.

The SFL Quality Commission applies BEUN’s PDCA (Plan-Do-Check-Act) cycle to ensure continuous improvement. This cycle is shaped by feedback from all stakeholders for effective language education. The educational environment is arranged according to buildings, resources, and relevant regulations. Instructor and student feedback forms the basis for selecting appropriate materials and assessment tools.

During the planning stage, needs are identified, goals are set, and task distribution is made. In the implementation stage, planned activities (e.g., lessons) are carried out. In the checking stage, tools like surveys and observations are used to assess results. In the acting stage, deviations are identified and improvement efforts are implemented. All units operate according to this cycle and make necessary changes accordingly.

Quality action plans in assessment and evaluation include: aligning assessment methods with CEFR and GSE goals, updating exam question types, informing instructors about diverse methods, and standardizing grading criteria.

Quality action plans in curriculum development include: aligning the curriculum with CEFR and GSE, informing instructors, preparing the assessment process appropriately, clearly defining objectives and exam content, supporting the program with supplementary materials, informing students, integrating technology, using online platforms, improving classroom equipment, developing continuous improvement suggestions, and collecting regular feedback.

Quality action plans in professional development include: conducting needs analysis for instructors, classroom observations, organizing activities based on findings, delivering sample lessons, and providing orientation programs for new instructors.

Quality action plans in the complaint process include: updating forms and petitions, providing easy access for staff and students, explaining complaint procedures in detail in manuals, and archiving complaints systematically.