The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners

Abstract

The research concerning intensive programs in general has yielded conflicting results and as such, whether or not such time-shortened courses are effective in achieving their learning objectives is a matter of controversy. This study hopes to contribute to the current body of research available and perhaps aid in clearing the uncertainty surrounding such compact programs in a foreign language context by evaluating the effectiveness of one IEP at an English-medium university in Lebanon through the construct of vocabulary size. The vocabulary size of 100 English as a Foreign Language (EFL) learners enrolled in an Intensive English Program (IEP) was measured pre and post instruction using the New Vocabulary Levels test (NVLT). Test results were examined and compared using a dependent samples t-test to determine the effectiveness of the IEP in improving students’ vocabulary size. Results revealed that across the NVLT’s 6 receptive vocabulary lists (1000, 2000, 3000, 4000, and 5000 most frequent words in addition to the Academic Word List), students showed a statistically significant improvement on the post test (p=0.000< 0.05), endorsing the effectiveness of IEP in a foreign language context in enhancing students’ receptive vocabulary size. This study concludes with practical implications for EFL IEP teachers and syllabus designers.

Enhancing Students’ Learning Outcomes through MALL in English Intensive Program for Railway Mechanical Technology

“…In the EFL of Lebanese context, the English Intensive Program effectively improved students' English language proficiency by improving their CEFR level (Abouzeid, 2018). This study highlighted that intensive program could be successful by optimizing prioritized learningfocusing on a task or project in an intensive program.…”

“…English intensive program refers to a course in which students participate in a higher number of classes in a shorter period (Mukundan et al, 2012). Some studies showed that this program was a matter of controversy as an effective strategy in achieving students' learning outcomes (Abouzeid, 2018). Kops (2014) found that an English intensive course effectively enhanced students' achievement and reported positive feedback.…”