International Journal of Language & Linguistics

The Effectiveness of Comprehensible Input: A Case of English Curriculum Design
Jia-Ying Lee

Abstract
English competence is considered to be very important in Taiwan, which caused English teaching and learning to be a national movement. This article examines the English curriculum administered in a university in northern part of Taiwan, with specific focus on the comprehensible input (i+1) offered to the prevailing practices in the classroom design. Statistical analyses were employed to the General English Proficiency Test (GEPT) Listening and Reading performance. Results showed that most of the classes achieved satisfactory performance, which indicated the effectiveness of compressible input class design. Implications for future English curriculum are provided.

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