| This study investigated the extent to which The University of Texas Pan American English Language Institute intensive English program is achieving stated goals and TESOL Accreditation Standards. Development of students' English grammar, listening, and reading skills, preparation of students in the English skills necessary for academic study, and the extent to which the program meets TESOL Accreditation Standards for student achievement were investigated.;The participants included 236 adult non-native speakers of English enrolled in four eight-week, 190-hour intensive English language program sessions.;A pretest-posttest design was used to address Research Questions One through Three. Data analysis involved comparing students' posttest proficiency to pretest proficiency using mean scores for grammar, listening, and reading, and a t-test for paired samples.;A correlational design was used to address Research Questions Four through Six. Data analysis involved a Pearson product-moment correlation technique. The variables were English proficiency as measured by the EPT and final grades in the areas of grammar, listening, and reading.;Research Questions One through Three ask: What is the degree of improvement of students' English language grammar, listening, and reading proficiency as measured by the University of Michigan English Placement Test (EPT)? Research Questions Four through Six ask: What is the relationship between students' final grades in grammar, listening, and reading, and their grammar, listening, and reading proficiency as measured by the EPT?;The results for Research Questions One through Three indicated that students' grammar, listening, and reading proficiency were statistically significantly higher at the end of the course than at the beginning. The difference was also found to be educationally meaningful. The results of data analyses for Research Questions Four through Six indicate that there were statistically significant very modest positive relationships between final grades and proficiency in grammar and reading as measured by the EPT. However, there was not a statistically significant relationship between grades and proficiency in listening. |
