Abstract:

This study investigates the perceptions of the skills-based Intensive English Program (IEP) among Preparatory Year Program (PYP) students at Salman Bin Abdulaziz University aimed to further advance the English proficiency of Saudi students moving into the university system as well as the existing academics aimed to improve their level of English comprehension and spoken ability. Specifically, the study explores the following aspects of the program: the effectiveness of the program in developing students’ English language skills; the effectiveness of English as a Foreign Language (EFL) courses; the effectiveness and appropriateness of the teaching materials provided by the average EFL curricula and the need to modify or change them. It also explores the perceived strengths and weaknesses of the program, and the most salient difficulties that students encountered. The study employs a quantitative survey method and qualitative methods, specifically interview and observation. The results of the study reveal that the students had an overall positive perception, which means that most of students perceive the program as effective and beneficial/useful. In particular, various aspects of teacher performance were evaluated more positively by students than other aspects of the program, such as the effectiveness of the teaching material and academic advising.

Keywords:

IEP (Intensive English Program), language teaching, course evaluation, and learner feedback.