LAUSR

Abstract Recent language programme evaluations show a growing emphasis on collaboration with multiple stakeholders to increase their actual use in programme management and development. In turn, the demand for effective models to guide a collaborative, utilisation-focused evaluation process has increased. This article evaluates the efficacy, that is, the utility and relevance of Lynch’s context- adaptive model (CAM) in facilitating a utilisation-focused language programme evaluation process. The paper identifies core aspects of utilisation-focused language programme evaluation to evaluate the model’s efficacy as a theoretical framework and as a practical guide to facilitate the impact assessment of four English academic literacy courses. This study formed part of a comprehensive language programme evaluation project of eight impact assessments conducted from July 2017 to December 2019 to assure and ensure that the first-year students, the staff, and the University of the Free State (UFS) benefit optimally from the academic literacy programmes offered. Given the meta-evaluation focus and limited scope of this article, the selected impact assessment study provides empirical evidence of a utilisation-focused evaluation process guided by the CAM. Findings about the model’s overall efficacy and its distinct features in promoting and facilitating utilisation- focused language programme evaluation conclude this meta-evaluation.