English Preparatory Program
Program Purpose
The B2 level is designed to consolidate intermediate English language proficiency and prepare students for upper-intermediate academic study. The curriculum supports the development of integrated language skills necessary for effective participation in English-medium undergraduate programs.
A. Intended Learning Outcomes (ILOs)
Upon successful completion of the B2 level, students will be able to:
1. Listening
LO1. Comprehend the main ideas and supporting details of extended spoken discourse on familiar academic and general topics delivered at natural speed.
LO2. Identify speaker purpose, attitude, and organizational structure in short academic lectures and discussions.
LO3. Demonstrate effective note-taking skills based on structured listening input.
Performance Indicators:
- Demonstrates good listening comprehension and meets the expected benchmark in standardized assessments.
- Produces structured notes reflecting key points and supporting details.
2. Reading
LO4. Identify main ideas, supporting arguments, and text organization in semi-academic and academic texts.
LO5. Infer the meaning of unfamiliar lexical items using contextual and morphological clues.
LO6. Distinguish between fact, opinion, and implied meaning in written texts.
Performance Indicators:
- Demonstrates comprehension through multiple-choice, short-answer, and summary tasks.
- Achieves established departmental benchmark scores in reading exams.
3. Speaking
LO7. Participate actively and appropriately in structured discussions, demonstrating the ability to express and justify opinions.
LO8. Deliver a structured oral presentation (3–5 minutes) with logical organization and relevant support.
LO9. Use discourse markers and interactional strategies to maintain communication.
Performance Indicators:
- Meets rubric criteria for fluency, coherence, accuracy, and task achievement.
- Demonstrates intelligibility and appropriate interaction in assessed speaking tasks.
4. Writing
LO10. Produce coherent multi-paragraph essays (300-350 words) including a clear thesis statement and supporting arguments.
LO11. Use cohesive devices to ensure logical progression and clarity.
LO12. Demonstrate control of intermediate grammatical structures and appropriate lexical range in written production.
LO13. Revise written work based on formative feedback to improve accuracy and organization.
Performance Indicators:
- Achieves minimum passing score on rubric-based writing assessments.
- Demonstrates improvement between draft and final submission.
5. Language Use
LO14. Use a range of upper intermediate grammatical structures (e.g., relative clauses, conditionals, passive constructions, reported speech) with reasonable accuracy.
LO15. Apply topic-related and academic vocabulary appropriately across skills.
Performance Indicators:
- Demonstrates at least 70% accuracy in grammar-focused assessments.
- Appropriately integrates target vocabulary in productive tasks.
B. Alignment with CEFR
The B2 level corresponds to upper intermediate, reflecting increased independence in comprehension and production. Students demonstrate the ability to:
- Handle extended discourse,
- Develop arguments with supporting detail,
- Participate in semi-academic interaction with limited support.
C. Assessment Alignment
The intended learning outcomes are measured through:
- Continuous assessment (quizzes, portfolios, participation, online assignments)
- Track achievement tests (listening, reading, writing, speaking)
- Performance-based speaking and writing rubrics
Assessment tools are standardized across sections to ensure reliability and consistency.
D. Progression Statement
Students who successfully complete the B2 level are eligible to progress to the next level (C1) level instruction and are expected to demonstrate readiness for more demanding academic discourse tasks.
E. Monitoring and Continuous Improvement
Program effectiveness is monitored through:
- Exam result analysis
- Student feedback surveys
- Instructor evaluation meetings
- Departmental academic board reviews
Based on collected data:
- Curriculum revisions are implemented when necessary.
- Assessment tools are reviewed and updated.
- Professional development activities are organized for instructors.
- Stakeholder feedback (students and faculty) is incorporated into program planning.
F. Quality Assurance Commitment
The English Preparatory Program operates within the institutional quality assurance system and:
- Conducts periodic internal evaluations.
- Participates in institutional self-evaluation reporting.
- Aligns program objectives with strategic planning goals.
- Supports a culture of continuous quality improvement.