The English Academic Preparation Program at the University of Prince Edward Island An Exploratory Case Study

The University of Prince Edward Island (UPEI) English Academic Preparation (EAP) program is designed to assist non-native English speakers (NNES) upgrade their English proficiency levels through language intensive classes. Successful completion of the UPEI EAP program gives students unconditional admission to pursue an undergraduate degree at UPEI. This program has enabled UPEI to admit more students than traditional admission standards that required applicants to have a designated language proficiency score.

This M.Ed thesis set out to explore whether the UPEI EAP program is adequately preparing students for academic study at UPEI and contributing to students' overall experience at the university. Qualitative and quantitative research methods were employed in this exploratory case study. Qualitative data collection and analysis methods were used to review the program's original business proposal, conduct a one- on-one interview with the EAP Program Coordinator, and complete student focus groups. Quantitative methods were used to review and analyze EAP end-of-term course evaluations completed between 2004 and 2008. Findings revealed four themes that focused on the EAP environment, level of difficulty of EAP courses, student satisfaction, and program policies. The mixed methods analysis found that the UPEI EAP program appeared to be successful at creating an environment that fostered linguistic, social, cultural, and personal growth and providing a foundation for EAP students to grow as learners. However, the UPEI EAP program could likely benefit from re-assessing the level of difficulty of its courses to ensure that they are at par with first year credit-based courses and meeting students' learning needs. Furthermore, reviewing program policies and the current admissions policy may further enhance program accountability.