This article reports the implementation of the English Intensive Course (IC)
program and examines its effectiveness in improving the English proficiency of the
students of the English departments in eight teachers? colleges. IC program is a one-semester
course with 18 credits. The instructional materials of this program were
specifically-organized and used in an integrated manner. Although some weaknesses
were noted in the implementation, the IC program was likely to have a positive effect
on the students? English proficiency. Comparisons of pretest and posttest scores of IC
students in each of the teachers? colleges and in all eight teachers? colleges indicated
significant differences. However, because of the absence of a control group in the
implementation of the IC program, the findings should be interpreted with care.
Additional data concerning students? responses on the IC program showed that various
aspects of the program were implemented well.