Comparative analysis of short-term intensive and long-term adaptive language teaching curriculum

Celik, Bunyamin and Kapukaya, Kenan (2022) Comparative analysis of short-term intensive and long-term adaptive language teaching curriculum. Amazonia Investiga, 11 (58). pp. 104-111.

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Teaching and learning a foreign language are challenging and time-consuming endeavors. Being proficient in a foreign language takes hard work for learners. This qualitative research was conducted at Language Preparatory School (LPS) in Tishk International University (TIU), a private university in Erbil in Iraq where teachers currently follow a short-term intensive teaching program for English as a Foreign Language (EFL) learners. To collect data, a survey was created and sent to 15 teachers at Tishk International University Language Preparatory School (TIULPS) through Google form. Three open-ended questions and five Likert-scale items were used in the qualitative research and subsequently the data was analyzed. According to research findings, it is suggested that EFL students in TIULPS should be taught in a long-term adaptive language teaching schedule. Therefore, there is an emergency to set up a new curriculum for language learners at language preparatory schools due to the allocated duration for proficiency level. These research findings can suggest a change in language teaching programs at education institutions at tertiary level in general.

Item Type: Article
Uncontrolled Keywords: Curriculum, Language Preparatory School, Language Proficiency, Long-Term Adaptive Language Teaching Curriculum, Short-Term Intensive language Teaching Curriculum.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2361 Curriculum
P Language and Literature > P Philology. Linguistics
P Language and Literature > PE English
Depositing User: ePrints deposit
Date Deposited: 18 Sep 2023 13:37
Last Modified: 18 Sep 2023 13:37

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