Process and product in ESL program evaluation

A traditional distinction in the literature on program evaluation is that between formative and summative evaluation (Scriven 1967). It is argued here, however, that a process/product distinction is important, too. Process evaluation, in particular, addresses issues which are often ignored by formative studies, but which are of special interest where second language programs are concerned. Process evaluations can usefully draw upon the procedures and findings of classroom‐centered research on language learning,