Modular System

Modular System

In our School, a Modular System is implemented within the framework of the European Language Portfolio prepared by the Council of Europe’s Language Policy Division within the scope of The Common European Framework of Reference for Languages.

The Modular System we apply consists of A1, A2, B1 and B2 modules in accordance with the European Language Portfolio Global Scale, and each module consists of an 8-week language teaching process. Students who successfully complete the B2 module and then pass the comprehensive Final exam at the end of the B2 level, which includes all modules, successfully complete the preparatory education.

Placement of Students in Modules Appropriate to their Language Level

At the beginning of each academic year, a placement test is held to determine the English level of new students and place them in the most appropriate modules. As a result of this exam, students are placed in one of the A1, A2, or B1 modules according to their language level.

Education and Training Process in Modular System

An academic year consists of 4 quarters, each lasting on average 8 weeks. Each quarter has different modules according to the English level of the students. A student who starts at the A1 level, which is the lowest level, completes her/his preparatory education by successfully completing the B2 module at the end of the fourth quarter, provided that s/he successfully completes all modules in a normal education process.

Modular System and Evaluation Criteria

A student must fulfill two criteria to be successful in a module.

1. Module success grade must be at least 60

· The module success grade consists of 40% EMT (End of Module Final Exam), 20% MidTerm (Midterm), 10% Online Assignments, 10% Quizzes every week, 10% Writing Portfolio (Assignments Measuring Writing Skills), and 10% Projects that students prepare and present in class.

2. Module completion exam must be at least 40.

Otherwise, the student will be deemed to have failed the relevant module.

3. It is necessary to attend 80% of the total course hours in each module.

4. Repeating a module

Students who fail a module must repeat the relevant module in order to complete their deficiencies and pass to the next module. Students who repeat these modules automatically move to the next module at the end of the module.

Attendance Requirements

The basic principle regarding the attendance regulation is as follows;

Students are required to attend 80% of the courses in each module of the preparatory program.

Benefits of Modular System

· The aim of the Modular System is for the student to achieve the necessary competence to move to the next level at the end of the current module and to achieve the objectives set for that module.

· The module logic allows the student to progress at her/his own pace and to be notified immediately of her/his achievements.

· This system allows students who need time for learning to take place to repeat the program and gives early learners the opportunity to progress quickly.

· As it is a process-oriented system, it ensures that students are tracked throughout the entire language learning process and enables the necessary steps to be taken quickly. It allows students who have failed a module to repeat the same module and complete their deficiencies related to the relevant module and language level.

· Increases students’ awareness of the language learning process by setting short, medium and long-term goals.

· Because it is process-oriented, it extends the performance of not only the students but also the lecturers throughout the whole process and keeps their motivation alive.

· It adds dynamism to the education and training environment by providing transition and diversity between modules.

· In each module, classes are reconstituted according to students’ module completion grades and this system ensures that students are homogeneously distributed in classes according to their level of English.

· The Modular System has a flexible structure that responds quickly to changes. Each module consists of teaching experiences that have a beginning and an end, are self-contained and organized within a systematic framework.