Abstract
This paper illustrates the main components of performance-based English Curriculum (PEC) taught for Saudi Aramco trainees at the college of Saudi Petroleum Services Polytechnic (SPSP) in Saudi Arabia in view of systems approach aspects: goals and objectives, needs analysis, testing, materials development, language teaching and assessment or evaluation. The main focus of this study is to conduct a formative evaluation to the PEC program to pinpoint its effectiveness in achieving the perceived language proficiency of SPSP Aramco trainees at the end of the program. To this end, this paper illustrates the interrelationship and the consistency among the components of the PEC program and then this provides some alternatives to the likely inadequate aspects of the program based on the findings of the end of academic level survey conducted by Aramco curriculum staff in 2019 to elicit the perspectives of the involved Aramco trainees at SPSP and Industrial Technical Centers (ITC) in the service of the on-going process of PEC curriculum development.
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