Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey

Year 2019, , 83 - 97, 25.03.2019

Ali Erarslan

https://doi.org/10.17263/jlls.547624

Abstract

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Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey
Due to its importance in almost all significant fields such as science, technology, education and trade, English language is offered as a compulsory course in all levels of formal education in Turkey. In the higher education context, most universities offer one-year compulsory English preparatory education for students enrolled in departments whose medium of instruction is in English. Commonly, the two systems existing in preparatory programs known as modular system and progressive system enact the legislation and organization of courses as well as the assessment, classroom procedures and material design. In progressive system, English education is offered throughout the year based on learners’ level of English according to the placement test given at the beginning of the education year; on the other hand, in modular system English is taught in different modules at the same time allowing learners to move forward or fall behind their current levels. Because of the poor English levels of the preparatory class students at a state university in Turkey, a system change from a progressive system to a modular one took place which started to be implemented from 2015-2016 academic year onwards. For the purpose of evaluating both systems, English language instructors’ views related to strengths and weaknesses of the modular and progressive systems were gathered through a semi-structured opinion form. The data were gathered from 23 participants who actively taught English in the both systems and were analyzed through inductive content analysis. Findings of the study show that the participants found the modular system effective and efficient since students were placed in their correct levels of English unlike in the progressive system and since they were assessed based on their current level of English, Additionally, the participants favoured the modular system due to well-planned placement system in each module although they reported that modular system caused confusion on the part of the instructors because of the frequent exams and quizzes applied within a limited period. Besides, delivering English in more than one module at a time also caused the instructors to feel under pressure and a burden. As for progressive system, it was found that it was practical in terms of planning and organization in spite of decreasing student motivation. These findings indicate that although instructors find modular system effective and efficient, it needs a good planning and organization.
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Author 1
Author (Last name, First name)	Erarslan, Ali
Affiliated institution (University)	Alanya Alaaddin Keykubat University
Country	Turkey
Email address	[e-mail]
Department & Rank	Department of English Language Teaching
Corresponding author (Yes/No) Write only one corresponding author.	Yes
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Keywords

Preparatory education, EFL, Higher Education, Modular

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