Vol. 11 No. 58 (2022)
Articles

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

Bunyamin Celik
Tishk International University, Erbil, Iraq.
Bio
Kenan Kapukaya
Tishk International University, Erbil, Iraq.
Bio

Published 2022-11-30

Keywords

  • Curriculum, Language Preparatory School, Language Proficiency, Long-Term Adaptive Language Teaching Curriculum, Short-Term Intensive language Teaching Curriculum.

How to Cite

Celik, B., & Kapukaya, K. (2022). Comparative analysis of short-term intensive and long-term adaptive language teaching curriculum. Amazonia Investiga, 11(58), 104–111. https://doi.org/10.34069/AI/2022.58.10.11

Abstract

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.

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