Comparative analysis of short-term intensive and long-term adaptive 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.