Abstract
Intensive English programs are courses in which students participate in a higher number of classes in a shorter period. The available literature on intensive English courses indicates inconsistent results necessitating further research in this area. This study investigated the effect of an intensive English program on a group of Malaysian Secondary School students (n=30) following a single group quasi-experimental design. Paired samples t-test was used to analyze the students’ scores before and after the treatment that lasted four weeks. The results indicated that the students scored significantly higher (p= .000 <.05) at post-test. The study has useful implications for English as a Second Language (ESL) teachers, researchers, and curriculum developers. Further research is required before the findings of the study can be generalized.
Highlights
This study investigated the effect of an intensive English program on a group of Malaysian Secondary School students (n=30) following a single group quasi-experimental design
The Intensive Program was arranged as part of the UPM-MRSM School Adoption Program, initiated by the first author from the Faculty of Educational Studies, Universiti Putra Malaysia
Kelantan is a state in the north-east of Peninsular Malaysia, and Kuala Krai is a rural area in this state
Summary
The Intensive Program was arranged as part of the UPM-MRSM School Adoption Program, initiated by the first author from the Faculty of Educational Studies, Universiti Putra Malaysia (a research university in Malaysia). Its main objective was improving the general English proficiency of the low-scoring MRSM, Kuala Krai (Kelantan, Malaysia) students in English language courses. The 30 students stayed at the Chancellor College in UPM for the duration of the intensive course They commuted to ELS, Subang Jaya by the MRSM Kuala Krai school bus. Each level of the program includes 28 lessons per week of classroom instruction and practice in all key language skills; speaking, listening, reading, writing, pronunciation, vocabulary and grammar. The content of the program involves Reading and Writing, Structure and Speaking Practice (SSP), Conversation, and E-Learning Language Technology (LTC). Each of these components has been described briefly : 1.1.1 Reading and Writing. Students are trained to target accuracy through the application of both the form and the function in fun, activity-based situations
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