Abstract
This research is based on a quasi-experimental study throughout which a methodological intervention to a language teaching program was conducted at the English preparatory school of a university and the statistical reflection of the impact level of intervention was determined. Two groups, one quasi-experimental group and one control group, were randomly selected among the lowest proficiency level groups for this research. The quasi-experimental group followed the official English language teaching program supported with the supplementary communicative and authentic materials which aimed to improve the communicative competence and communicative performance as well as the structural knowledge, and the control group followed the official program implemented without the supplementary materials. The program lasted a full academic year and the overall results revealed that the impact of the intervention resulted in favour of the quasi-experimental group.
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