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Compulsory English Preparatory Program (CEPP)

 

Compulsory English Preparatory Program (CEPP)

The Compulsory English Preparatory Program (CEPP) is offered for students enrolled in departments where the medium of instruction is English, such as English Language and Literature and English Translation and Interpreting. It is designed for students whose English proficiency is below the level required to follow departmental courses.

CEPP is aligned with:

  • The Common European Framework of Reference for Languages (CEFR)
  • The Bologna Process
  • The Türkiye Yükseköğretim Qualifications Framework (TYYÇ)
  • Institutional quality assurance and continuous improvement principles

The program supports students’ progression from an A2 entry level to a B2 exit level in accordance with the Common European Framework of Reference for Languages (CEFR).

The program promotes the balanced development of reading, writing, listening, and speaking skills while fostering essential academic competencies such as note-taking, discussion participation, presentations, and the interpretation of academic texts.

Program Aim and Rationale

CEPP aims to develop students’ English proficiency to a level that enables effective participation in English-medium academic contexts. In line with an outcome-based education approach, the program equips students with the competencies required to:

  • Follow lectures and engage in classroom interaction
  • Comprehend academic and semi-academic texts
  • Participate in discussions and deliver presentations
  • Produce clear and well-organized written texts
  • Apply learning strategies and demonstrate autonomy

The rationale of the program is based on the academic and cognitive demands of English-medium instruction, where language functions as a tool for accessing knowledge and participating in academic discourse.

Accordingly, the program ensures:

  • Alignment between learning outcomes and assessment
  • Development of academic literacy and communicative competence
  • Promotion of learner autonomy

The CEPP follows a skill-based, integrated, and progression-oriented curriculum, supported by continuous assessment and a combination of guided and independent learning.

Program Learning Outcomes (PLOs)

The Program Learning Outcomes (PLOs) of CEPP are formulated using Bloom’s Taxonomy-oriented action verbs to ensure that they are observable, measurable, and assessable.

The 12 PLOs are aligned with the program’s skill-based structure, CEFR B2-level descriptors, and national and international qualification frameworks. The outcomes reflect developmental progression from foundational linguistic competence to advanced communicative, academic, strategic, and intercultural competence.

These learning outcomes guide curriculum design, teaching practices, and assessment processes, and are regularly reviewed within the PDCA cycle.

Code Program Learning Outcome
PLO1 Apply grammatical structures accurately and appropriately in controlled and free spoken and written discourse.
PLO2 Use academic vocabulary effectively to support comprehension and communication in discipline-specific contexts.
PLO3 Analyze academic and general texts in terms of main ideas, supporting details, and rhetorical structure.
PLO4 Apply a range of appropriate reading strategies to support the interpretation and analysis of academic and general texts.
PLO5 Demonstrate comprehension of spoken academic English in terms of main ideas and supporting details in brief talks and extended lectures.
PLO6 Integrate information from oral and written sources to develop and support ideas in academic contexts.
PLO7 Use appropriate discourse strategies to participate effectively in academic discussions, collaborative tasks, and presentations.
PLO8 Produce intelligible, fluent spoken English spontaneously, with effective pronunciation, in academic and everyday contexts.
PLO9 Construct coherent and cohesive academic texts with clear organization and development of ideas.
PLO10 Apply process writing strategies (planning, drafting, revising, and editing) to improve clarity, coherence, and accuracy in written texts.
PLO11 Use digital tools strategically and responsibly to support the production and presentation of academic content.
PLO12 Apply independent learning strategies to support self-monitoring and regulation of learning.
Program Structure and Implementation

CEPP is implemented as a one-year intensive preparatory program consisting of two semesters and 28 weeks of instruction.

The curriculum is structured to provide a balanced distribution of core and supplementary courses across semesters, supporting the progressive development of language skills in alignment with Program Learning Outcomes (PLOs).

  • One-year intensive preparatory program
  • Fall and Spring semester structure
  • Core and supplementary skill courses
  • Guided and independent learning opportunities
  • Continuous quality assurance through the PDCA cycle

Instruction is delivered through a combination of guided classroom teaching and structured independent learning, promoting both skill acquisition and learner autonomy.

CEFR Level Progression

CEPP follows a clearly structured proficiency progression aligned with the CEFR. The program assumes an A2 entry level; therefore, progression begins from A2 and systematically develops toward B2 proficiency.

Semester CEFR Progression
Fall Semester A2 → A2+ → B1
Spring Semester B1 → B1+ → B2

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