This chapter explores the transition from the progressive to the modular system in Intensive English Programs (IEPs) within Turkish state universities. Both systems are examined through their theoretical foundations, practical implementations, and alignment with global English as a Foreign Language (EFL) practices. The progressive approach, rooted in static placement and fixed progression, has long dominated Turkish EFL settings but often falls short in addressing learner diversity and adaptability. Conversely, the modular system introduces a dynamic, learner-centered structure, enabling flexible movement between proficiency levels based on individualized assessments. Drawing on international comparisons, research findings, and practical experiences, the chapter highlights the modular system’s potential to enhance learner motivation, tailor instruction to individual needs, and provide more responsive feedback. However, it also addresses challenges such as increased instructor workload and student resistance to frequent transitions. By critically analyzing these approaches, the chapter underscores the need for a balanced, context-sensitive model that incorporates sociocultural factors and pragmatic considerations in EFL instruction in Türkiye. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.
Author Keywords
Index Keywords
