The positive effects of multimodal instruction have been widely assumed, but few studies have looked into the impact of multimodal tutorials within the context of an Intensive English Program (IEP). Hence, to address the research gap, the aim of this study was to investigate the impact of multimodality and tutoring assistance within an IEP on the…

Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative…

This study examines the effects of a 2-week intensive English program based on the college students' perceptions of core competencies: English Communication Competency, Self-Directed Competency, Community Competency, and Knowledge and Information Literacy Competency. The program was non-credit and was held in January 2019 for first-year students…

Evaluating existing foreign language programs on a regular basis is essential because program evaluation leads to more effective programs. Therefore, this study aims to evaluate the modular intensive general English language teaching program applied at a university in Turkey by investigating students' and English instructors' perceptions of…

This study investigates the perceptions of the Intensive English Program (IEP) among Preparatory Year (PY) students at King Saud University. Specifically, the study explores the following aspects of the program: student perceptions of the IEP; differences among student perceptions based on their college and proficiency level; student perceptions…

Modifications made to the Dartmouth Intensive Language Model (DILM), an intensive immersion program, resulted in its effective implementation and enhancement of a small-college foreign language program, in spite of such limitations as a very small teaching staff, inexperienced and anxious students, and decreased contact hours for the program. (CB)

A procedure used by a university-affiliated intensive English language program to mainstream students into regular academic courses is described. The program, affiliated with Southeast Missouri State University, includes traditional English-as-a-Second-Language courses with heavy emphasis on writing and reading skills, and courses in American…

In 1976, small special sections of English A (basic composition) were initiated within the English Department of the University of California at Davis to teach university-level writing skills to students in the Educational Opportunity Program (EOP), seventy-five per cent of whom speak English as a second language. This paper describes the design…