Medipol University

ISTANBUL MEDIPOL UNIVERSITY
ENGLISH LANGUAGE EDUCATION AND PREPARATORY PROGRAM

INFORMATION ABOUT THE PREPARATORY PROGRAM:

The English Preparatory Program, delivered by a team of field experts, aims to equip students enrolled in English-medium departments with the ability to use English effectively. The program is designed in alignment with students’ needs and consists of four levels based on the Common European Framework of Reference for Languages (CEFR): Beginner (A1), Elementary (A2), Intermediate (B1), and Upper-Intermediate (B2).

The completion of all levels is structured over a 32-week period. Weekly course hours range from 20 to 28 hours depending on the level, with each class lasting 45 minutes. By the end of the 32-week intensive program, students are expected to reach the B2 level, enabling them to use English accurately and fluently. The program aims to develop essential language skills, which are grammar, reading, listening, writing, and speaking so that students can effectively use English in a globalized world and in their academic and professional careers. Throughout the program, students acquire not only linguistic competence but also the ability to comprehend, interpret, and produce academic texts. Upon successful completion, students are expected to follow courses in their departments with ease.

The Preparatory Program is structured to be effective, efficient, and responsive to student needs. Various assessment tools, including exams, projects, and presentations, are used throughout the academic year to monitor student progress and identify areas for improvement. This approach enables both students and instructors to minimize potential challenges related to English proficiency.

The curriculum of the preparatory program is designed in accordance with contemporary and global language teaching standards. The weekly course schedule consists of 20 to 28 hours and may vary depending on the level. The instruction includes Main Course, Grammar, Academic Reading, Listening, Speaking, and Academic Writing components.

The teaching methodologies adopted are aligned with modern language education principles and tailored to students’ levels, needs, and development. In addition to linguistic competence, the program also aims to provide cultural awareness related to English-speaking countries. The primary objective is to ensure that students can understand, express, and produce language effectively, particularly in academic contexts.

Students are provided with opportunities for both theoretical learning and practical application through exercises, tests, supplementary materials, visual and digital resources. The program also promotes learner autonomy by guiding students in independent study practices. Vocabulary development is emphasized, with students expected to acquire approximately 1000–1200 new words per instructional track, enabling them to use these effectively in both spoken and written communication.

The teaching staff consists of experienced instructors with extensive backgrounds in preparatory programs and certifications in language teaching methodologies obtained both domestically and internationally. Instructors allocate additional time outside class hours for individual or group support sessions. Class sizes are kept minimal to ensure an effective learning environment tailored to student needs.

HOW DOES THE PREPARATORY SYSTEM WORK?

The English Preparatory Program consists of four instructional tracks, each lasting eight or nine weeks. Students begin with General English in the first track and continue with integrated skill development (Reading, Speaking, Writing, and Grammar) in subsequent tracks. Upon enrollment, students whose departments offer instruction in English are required to take a Proficiency Exam. Those who do not achieve the required score must take a Placement Test at the beginning of the academic year and are assigned to appropriate levels accordingly.

EXEMPTION: Students who score 75 or above on the Medipol University Proficiency Exam, or who submit a valid score from an internationally recognized exam approved by the Council of Higher Education (YÖK) within the last three years (YDS/e-YDS: 70, CAE: B, CPE: C, TOEFL iBT: 84—Home Edition not accepted, Pearson PTE Academic: 71, Oxford Test of English: B2), are exempt from the Preparatory Program. (Click HERE for more details.)

Click HERE to access a sample Proficiency Exam.

ENGLISH PROFICIENCY EXAM

The Proficiency Exam consists of five components: Listening, Reading, Vocabulary, Use of English, and Writing. The passing score is 75. Students scoring between 60 and 74 are required to take an additional Speaking Exam.

SPEAKING EXAM

Students who achieve a score of 75 in the Speaking Exam are also considered exempt and may proceed to their departments. Those who fail at any stage are placed into the Preparatory Program based on their Placement Test results.

HALF-TERM PROFICIENCY EXAM

At the end of the first semester (Track 2), a Proficiency Exam, as stipulated by the Council of Higher Education (YÖK), is administered. The content and administration of this exam do not differ in terms of level or scope from the proficiency exam conducted at the beginning of the academic year.

TRACK SYSTEM

The program consists of four tracks, each lasting eight or nine weeks. Students are assessed in all core skills within each track. Evaluation includes Teacher Assessment (TA), projects, portfolios, Mid-Track Exams (MTE), and Track Achievement Tests (TAT). In the second semester, ESP (English for Specific Purposes) scores are also included. Since the program does not follow a strict modular pass/fail system, students do not repeat tracks. Instead, they are reassigned to new classes based on their performance after each track.

ASSESSMENT AND EVALUATION

Students follow a program tailored to their needs after placement. The following assessment tools are used throughout the academic year:

• Mid-Track Exam (MTE): Administered in each track to measure students’ progress.
• Teacher Assessment (TA): Based on attendance, participation, and assignments, each student is assigned a teacher assessment score by their instructors. The specific criteria may vary.
• Track Achievement Test (TAT): Administered at the end of each track to evaluate students’ progress.
• P.L.A.T. (Proficiency of Language Achievement Test): Year-end exam assessing students’ Listening (including while listening tasks and note-taking), Reading Comprehension and Vocabulary, Writing, and Use of English.
• P.L.A.T. Make-up Exam: Offered to students who fail the main P.L.A.T exam.
• ESP (English for Specific Purposes): Introduced in the second semester to familiarize students with the terminology relevant to their departments.
• Projects: These are tasks that provide students with opportunities for collaborative work and enable them to research and produce work on a given topic.
• Portfolio: This is an assessment of students’ written work aimed at developing their writing skills.

Table 1: Assessment Criteria and Percentages for Track 1 and 2

Table 2: Assessment Criteria and Percentages for Track 3 and 4

YEAR-END EVALUATION

The overall passing grade is 70, calculated as 60% of the track averages and 40% of the P.L.A.T. score. If a student’s average across the four tracks is 80 or above, the student is considered successful and is exempt from the P.L.A.T. exam.

ATTENDANCE POLICY

Attendance is mandatory and directly affects both TA scores and overall performance. A strict policy is enforced in maintaining attendance records, and all instructors are responsible for keeping these records, as they directly affect students’ TA (Teacher Assessment) scores. Students who exceed 15% absenteeism lose the right to take the P.L.A.T. and P.L.A.T. make-up exams.

OFFICE HOURS

In each track, instructors hold pre-scheduled office hours. These office hours are organized to provide support for students’ English language skills outside class time and are offered for at least one hour per week.

ADVISING SYSTEM

At the beginning of each track, a class advisor is assigned. The advisor is responsible for informing and guiding students regarding announcements, course procedures, exam content, projects, portfolios, and administrative matters.