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

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

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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Author Biographies

Bunyamin Celik, Tishk International University, Erbil, Iraq.

Ph.D., Lecturer, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq.

Kenan Kapukaya, Tishk International University, Erbil, Iraq.

Ph.D., Associate Professor, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq.

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Published
2022-11-30
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
Section
Articles