An english intensive course: how does it work?
DOI:
https://doi.org/10.071025/dmtb6996Keywords:
English intensive course (IC), English competence, Learning experienceAbstract
This study is aimed at finding how an English intensive course enables the students have nice experiences in learning English, at tertiary level of education. This issue departs from the fact that when students come into the university, they have different level of English competences, for they come from diverse high schools with different majors, either social, science, language, or religion. The differing majors, undoubtedly, have the different portion of learning English, different English learning background. Furthermore, the students have just experienced the pandemic era, in which they learned fully virtual, and they have to come back to a fully face-to-face learning recently, the difference atmosphere of learning. Thus, to bridge the gap among students with the above-mentioned differences, an English intensive course possibly becomes one of the way outs, in which the students can intensively learn English with relatively easy materials. The method of this study is a narrative inquiry with two students as the participants with the highest improvement seen from the result of the test delivered in the very beginning compared to that given at the end of the class semester. The findings of this study highlighted the benefits of extensive reading materials, English as a medium of instruction, and the formative assessment for learning during IC program, though there remained some challenges within.
References
Ahmed, Md., K. 2025. Navigating English as a Medium of Instruction (EMI) in Tertiary Education: Challenges, Opportunities and Pedagogical Strategies for EFL Learners. Ampersand. In press. https://doi.org/10.1016/j.amper.2025.100231
Beresova, J. 2015. Authentic Materials—Enhancing Language Acquisition and Cultural Awareness. Procedia. 192(2015), 195-204
Cahyono. (2002) How English Intensive Program Affects the English Proficiency of Teachers Colleges in Indonesia. Kata, 4(1), 35-52. DOI: 10.9744/kata.4.1.35-52
Chowdhury, M., et al. (2024). Digital Game-based Language Learning for Vocabulary Development. Computers and Education Open. 6’, https://doi.org/10.1016/j.caeo.2024.100160
Clandinin, D. J. (2016). Engaging in Narrative Inquiry. Engaging in Narrative Inquiry. https://doi.org/10.4324/9781315429618
Clandinin, D.J. (2022). Engaging in Narrative Inquiry. 2nd ed. London: Routledge
Creswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research design.
Djiwandono, S. (1999). English Language Teacher Education: Rewriting S-1 National Curriculum. TEFLIN Journal, 10(1), 17 – 30.
Hiver, et.al. (2020). Why Stories Matter: Exploring Learner Engagement and Metacognition through Narratives of the L2 Learning Experience, System. 91, https://doi.org/10.1016/j.system.2020.102260
Kucsera, J. V., & Zimmaro, D. M. (2010). Comparing the Effectiveness of Intensive and Traditional Courses. College Teaching. https://doi.org/10.1080/87567550903583769
Lee-Post, A. & Huang, K. 2025. Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies. 67 (2025) https://doi.org/10.1016/j.iheduc.2025.101033
Li, Min. (2024). Mapping Academic Motivation, Self-efficacy, Achievement Emotions, and Vocabulary Learning in a Game-enhanced Learning Environment from the Lens of Activity Theory. Learning and Motivation. 89, https://doi.org/10.1016/j.lmot.2024.102087
Lin, Y. (2025). A Reflection of Learners’ Motivation to Read, Self-assessment, Critical Thinking, and Academic Well-being in Extensive and Intensive reading Offline Instruction: A focus on Self-determination Theory. Learning and Motivation, 89, https://doi.org/10.1016/j.lmot.2024.102093
Ng, Q.R., Renandya, W.A., & Chong, M.Y.C. (2019) Extensive Reading: Theory, Research, and Implementation. TEFLIN Journal, 30(2), 171-186. http://dx.doi.org/10.15639/teflinjournal.v30i2/171-186
Nanda, L., Salsabilla, A., & Akmalia, F. (2021). Implementasi Program Intensive Course (IC) di Pondok Pesantren Pada Masa Pandemi. Tribakti: Jurnal Pemikiran Keislaman. https://doi.org/10.33367/tribakti.v32i2.1717
Renandya, W.A. (2017). Should You Be Teaching Reading Intensively or Extensively?. In D. Shaffer & M. Pinto (Eds.), KOTESOL Proceedings 2016: Shaping the Future: With 21st Century Skills (pp 31-39). Seoul: KOTESOL.
Steeg,M.V.D., Elk,R.V. & Webbink,D. (2015). Does Intensive Coaching Reduce School Dropout? Evidence from a Randomized Experiment. 48. 184-197. https://doi.org/10.1016/j.econedurev.2015.07.006
Taye, T. & Teshome, G. (2025). The Efficacy of Extensive Reading Strategies for Enhancing Reading Comprehension among 4th Year EFL Students at Mizan Tepi University. Social Science & Humanities Open. 11, https://doi.org/10.1016/j.ssaho.2025.101616
Vai, M., Sosulski, K., Vai, M., & Sosulski, K. (2020). Engaging the Online Learner. Essentials of Online Course Design. https://doi.org/10.4324/9781315770901-5
Xu, et.al. (2022). Improving Self-efficacy Beliefs and English Language Proficiency Through a Summer Intensive Program. System. 107. 102797. https://doi.org/10.1016/j.system.2022.102797
Weganova, et al. (2019). Teacher’s Perspective on Matriculation Course. iNELTAL Conference Proceedings. 194-198
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Henny Rahmawati, Dwi Fita Heriyawati (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
.png)
