Teaching English in a proficiency level and as a formal language to EFL learners is a big challenge in a non-English speaking country. This challenge might go on to some extent because of the curriculum in which students only learn basic rules and general English language skills in an intensive period of time. Preparatory schools of English language based universities usually have this kind of unique condensed program to improve language learners’ acquisition. However, students need more than the curriculum in order to study in their departmental studies at ease. This article demonstrates an explanation why preparatory school graduates are still weak in speaking and writing skills although they complete one year intensive language course. In this context, comparing one class of 20 civil engineering department students’ English knowledge, who have completed one year language education and started to take their most subjects in English, and 47 mixed A1 and B1 (due to CEFR) level groups of English language prep school learners’ replies to the research questions about feelings and expectations on learning English may provide healthy data to learn about learners’ needs and to improve the Preparatory School education system. In this study, civil engineering department students study departmental subjects in English, academic English and technical English, but the students of the preparatory school only learn general English.
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In-Text Citation: (Yildiz, 2019)
To Cite this Article: Yildiz, Y. (2019). EFL Learners’ Needs in Preparatory Schools and Supplementary Techniques to Improve Their Language Proficiency. International Journal of Academic Research in Business and Social Sciences, 9(1), 586–596.
Copyright: © 2018 The Author(s)
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