The Perceived Impact of Discontinuing an Intensive English Language Programme on Students› Academic Readiness, Language Development, and the Teaching and Learning Process: A Mixed-Methods Study

Curriculum reform in higher education increasingly involves modifying or removing preparatory language programmes; however, evidence on the educational consequences of such changes for English majors remains limited. This study investigated the perceived impact of discontinuing the Intensive English Language Programme (IELP) on students› academic readiness, language development, and the teaching and learning process in the Department of English at Majmaah University, Saudi Arabia. A mixed-methods design was employed. Quantitative data were collected via a questionnaire administered to 44 second-year English majors, and qualitative data were gathered through semi-structured interviews with eight faculty members who had taught students before and after the curriculum reform. Quantitative data were analysed using descriptive statistics to examine students’ perceptions across the study constructs, while qualitative data were analysed thematically. The findings indicate that students perceived the removal of the IELP negatively impacted their academic readiness, language development, and classroom learning experiences. Writing and speaking were the most affected language areas, with reading, listening, grammar, and vocabulary also impacted. Students largely supported bringing back the IELP or offering alternative language assistance. Faculty members noted similar issues, including weaker language foundations, lower confidence, and increased difficulty for students in handling university- level English coursework. No significant gender differences were observed. However, strong positive relationships were found among academic readiness, language development, and learning experiences. The findings underscore the importance of intensive language preparation for supporting students› transition to undergraduate English programmes and offer practical implications for curriculum development and higher education policy.