Foundation Course in English Language for Entrance to Higher Education Institutions in Cyprus

One-year | Full-time | Conventional face-to-face | English

Final study programme submitted for publication following the CYQAA external evaluation process.

CYQAA Reference Number: 07.14.674.014

Institution: American University of Cyprus

Location: Larnaca, Cyprus

Final publication version: 22 July 2026

The Foundation Course in English Language is a one-year, full-time preparatory programme for non-native English speakers who meet the prescribed B1 CEFR Foundation-entry threshold but need structured language and academic-skills development before starting English-medium undergraduate study in Cyprus.

The programme follows a progression-within-B1 model: students consolidate their performance across reading, writing, listening and speaking, and work toward the B1 CEFR/HEI admission threshold, demonstrated through the score required in an examination approved by the competent authorities.

The programme sets out to consolidate students' English across all four skills, from the B1 Foundation-entry threshold to the B1 HEI admission threshold, while building the academic English, study skills and critical thinking they will need once they begin an English-medium degree. Alongside this, the programme aims to:

• prepare students for a Ministry-approved English-language exit examination at the required B1 admission threshold;
• foster learner autonomy and self-monitoring, including the responsible use of digital and AI-supported language-learning tools;
• support inclusive, student-centred learning through differentiation and Universal Design for Learning principles.

By the end of the programme, successful students will be able to:

• communicate at the B1 HEI admission threshold across reading, writing, listening and speaking;
• follow the main ideas and supporting details of general and study-related texts, lectures and discussions;
• write coherent paragraphs, short essays, summaries, emails and examination-style responses, using accurate B1 grammar and vocabulary;
• take part effectively in conversations, discussions, presentations and speaking examinations;
• apply core academic skills such as note-taking, paraphrasing, summarising and basic source evaluation;
• plan their own learning, set goals, monitor progress and choose language-learning strategies that work for them;
• use digital and AI-supported tools critically and ethically, under instructor guidance;
• complete B1 examination tasks confidently under timed conditions, using appropriate test-taking strategies.

Applicants must satisfy all of the following requirements:

• Completion of secondary education through an Apolyterion or equivalent recognised school-leaving certificate.
• Proof of English-language proficiency at the B1 CEFR/Foundation-entry threshold through an examination and score recognised under the applicable Council of Ministers framework.
• Minimum age of 17 at the start of the programme.
• Submission of the institutional application form and the supporting documents required by the Admissions Office.

All four courses are compulsory. The programme does not apply ECTS credits because it is a preparatory, non-degree programme.

Teaching across the programme is communicative, task-based and student-centred, with reading, writing, listening and speaking developed together rather than in isolation. Instructors give explicit guidance in language-learning strategies at three levels: cognitive strategies such as note-taking, summarising, paraphrasing and vocabulary-building; metacognitive strategies such as planning, self-monitoring, goal-setting and evaluating progress; and socio-affective strategies such as peer collaboration, asking for clarification, and managing anxiety and confidence as a language learner. These strategies are linked directly to classroom tasks and to students' progress toward the CEFR B1 exit standard. Writing is taught through a process approach of drafting, peer review and feedback.

Tasks are differentiated, with scaffolding for students who need more support and extension work for stronger students. Lesson planning, materials and assessment guidance are informed by the CAST Universal Design for Learning guidelines, offering multiple means of representation, including multi-modal digital texts alongside traditional coursebooks, together with accessible classroom materials, scaffolded instructions, structured feedback and differentiated learning pathways for a linguistically diverse cohort. Digital platforms and AI-supported language-learning tools are used under instructor guidance, and mock examinations and timed practice give students regular, individual feedback on their progress.

Continuous assessment may include in-class work, homework, short written assignments, spoken tasks, vocabulary work, digital practice, peer review, portfolios and reflection activities. Each course includes at least two continuous-assessment grades per semester.

A minimum overall score of 50% is required to pass each course. Assessment criteria, methods and weightings are communicated at the beginning of each course. Internal moderation, common rubrics and cross-marking calibration are used to support consistency.

• Attendance is compulsory. Students must attend at least 75% of the scheduled contact hours in each course.
• To complete the Foundation Course, a student must satisfy the attendance requirement and obtain at least 50% overall in every course.
• Students who meet the programme-completion requirements receive a Certificate of Attendance.
• The Certificate of Attendance confirms completion of the preparatory programme only. It is not a degree, diploma, award of ECTS credits or independent proof of eligibility for undergraduate admission.
• Eligibility to progress to undergraduate study requires successful completion of the Foundation Course and the required score in a Ministry-approved English-language examination at the B1 HEI admission threshold.
• Students who do not successfully complete an internal course, or who do not achieve the required score in a Ministry-approved English-language examination, are subject to the applicable University regulations and the immigration requirements of the Republic of Cyprus.

ENG-F 101 - English Language Foundations: Grammar & Communication

Teaching staff: Dr. Carla Abi Hanna   |   Prerequisites: None

Purpose

ENG-F 101 consolidates the grammatical, lexical, listening and spoken interaction skills students need at the B1 CEFR/Foundation-entry threshold. Rather than teaching elementary English, the course builds accuracy and confidence within the B1 band itself, so that students can take part in an English-medium academic environment from day one.

Students work on sentence expansion, tense control, modal verbs, conditionals, relative clauses and discourse markers, and practise short spoken interaction. Speaking is taught explicitly, through pair work, structured discussion, role-play, short presentations and assessed oral tasks, while vocabulary notebooks, reflective logs and guided digital practice with ELSA Speak and Quizlet build learner autonomy. Diffit and Teachy help instructors set tiered tasks for students who enter the course at different points within the B1 band.

Learning Outcomes

• LO 1.1: Produce grammatically accurate B1-level sentences and short connected texts using present, past and future forms, modal verbs, first and second conditionals, relative clauses, and common discourse markers. (CEFR B1: Can communicate with reasonable accuracy in familiar contexts.)
• LO 1.2: Participate in structured spoken exchanges of 2-3 minutes on familiar academic and everyday topics, using turn-taking language, clarification strategies, and appropriate pronunciation. (CEFR B1: Can enter unprepared into conversation on familiar topics.)
• LO 1.3: Identify and correct common grammatical and lexical errors in their own and peer writing through guided editing tasks. (CEFR B1: Can self-correct errors when they lead to misunderstanding.)
• LO 1.4: Use a wider range of B1 vocabulary, collocations, and register choices for familiar academic, social, and study-related topics. (CEFR B1: Has sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel and current events.)
• LO 1.5: Understand the main points and selected supporting details of clear spoken English on familiar academic and everyday topics. (CEFR B1: Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.)
• LO 1.6: Apply foundational learner autonomy strategies, including planning and organising independent study time, monitoring personal progress against the CEFR B1 descriptors, and using instructor and peer feedback to guide further learning. (CEFR B1: Can plan and organise own learning with some guidance, seeking help when needed.)

Weekly Delivery Plan

Teaching Methodology

• Communicative language teaching within the B1 band
• Task-based grammar and communication practice
• Integrated listening, speaking, grammar, vocabulary, and short writing tasks
• Collaborative learning, role-play, peer review, and guided self-correction
• Technology-enhanced learning using Diffit, Teachy, ELSA Speak, Quizlet, and Flip
• Tiered B1 tasks to support progression from B1 CEFR/Foundation-entry threshold toward B1 CEFR/HEI admission threshold performance
• Reflective learning logs and vocabulary notebooks

Indicative Bibliography and Learning Resources

• Murphy, R. (2019). English Grammar in Use (5th ed.). Cambridge University Press.
• Soars, L., Soars, J., & Hancock, P. (2019). Headway Intermediate Student's Book (5th ed.). Oxford University Press.
• McCarthy, M. & O'Dell, F. (2017). English Vocabulary in Use: Intermediate (3rd ed.). Cambridge University Press.
• Thornbury, S. (2006). How to Teach Grammar. Pearson Education.
• Nassaji, H. & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. Routledge.
• Thornbury, S. (2005). How to Teach Speaking. Pearson Longman.
• Council of Europe. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe Publishing.
• Graded B1 academic and general English texts selected by the instructor.
• Digital platforms: Diffit, Teachy, ELSA Speak, Quizlet, Flip.

Assessment

ENG-F 102 - English Reading & Writing Skills

Teaching staff: Ms. Eleni Papachristoforou and Ms. Chirine Aoun   |   Prerequisites: None

Purpose

ENG-F 102 develops B1 reading comprehension and writing skills as students move from the Foundation-entry threshold toward the HEI admission threshold, with a focus on academic reading strategies, paragraph development, short essay writing, vocabulary-in-context and oral response to texts.

Working with graded and authentic B1 texts, students learn to identify a text's purpose, audience and structure, pick out main ideas and supporting details, and read for implied meaning, then apply this to their own coherent paragraphs and short essays. Speaking is built in through oral text responses and peer discussion. Grammarly and QuillBot are available as support tools for students to check their own editing, not to write for them, and Diffit supplies differentiated reading material for mixed-ability groups.

Learning Outcomes

• LO 2.1: Apply skimming, scanning, prediction, and inference strategies to understand B1 texts of approximately 350-600 words on familiar academic and everyday topics. (CEFR B1: Can read straightforward factual texts with a satisfactory level of comprehension.)
• LO 2.2: Identify main ideas, supporting details, text purpose, audience, and basic organizational patterns such as comparison/contrast, cause/effect, and problem/solution. (CEFR B1: Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail)
• LO 2.3: Write coherent B1 paragraphs of 150-200 words with a topic sentence, supporting details, examples, and an appropriate concluding sentence. (CEFR B1: Can write straightforward connected texts on familiar subjects.)
• LO 2.4: Produce short essays of 250-350 words using an introduction, body paragraphs, conclusion, basic cohesion, and appropriate academic register. (CEFR B1: Can write short, simple essays on topics of interest.)
• LO 2.5: Summarize the main points of a reading text orally and in writing, and express a brief personal evaluation using appropriate B1 vocabulary and discourse markers. (CEFR B1: Can summarise, report and give their opinion about accumulated factual information on familiar routine and non-routine matters within their field with some confidence.)

Weekly Delivery Plan

Teaching Methodology

• Reading-into-writing methodology
• Process writing approach: planning, drafting, peer review, revision
• Task-based and communicative learning
• Differentiated B1 reading practice using Diffit and School AI
• Critical but supervised use of Grammarly and QuillBot for self-editing
• Reading journal and oral text-response tasks
• Peer review using B1 writing rubrics

Indicative Bibliography and Learning Resources

• Oshima, A., & Hogue, A. (2020). Longman Academic Writing Series 3: Paragraphs to Essays. Pearson.
• Liss, R., & Davis, J. (2012). Effective Academic Writing 2: The Short Essay (2nd ed.). Oxford University Press.
• Grabe, W. & Stoller, F. L. (2014). Teaching and Researching Reading (3rd ed.). Routledge.
• Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge.
• McCarthy, M., & O'Dell, F. (2017). English Vocabulary in Use: Intermediate (3rd ed.). Cambridge University Press.
• Council of Europe. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe Publishing.
• Graded B1 academic articles, short essays, and news texts selected by the instructor.
• de Chazal, E. & McCarter, S. (2012). Oxford EAP: A Course in English for Academic Purposes, Pre-Intermediate/B1. Oxford University Press.
• Thaine, C. & McCarthy, M. (2020). Cambridge Academic English B1+ Intermediate. Cambridge University Press.
• Digital platforms: Grammarly, QuillBot, Diffit, School AI, Quizlet.

Assessment

ENG-F 103 - Academic English & Critical Thinking

Teaching staff: Ms. Victoria Kalogerou   |   Prerequisites: Successful completion of ENG-F 101 and ENG-F 102

Purpose

ENG-F 103 develops academic English and critical thinking within the B1 band, moving students from general B1 communication toward the academic readiness they will need for English-medium undergraduate study.

The course covers academic vocabulary, critical reading, basic source evaluation, paraphrasing, summarising, short argumentative writing, seminar participation and oral presentation, all pitched at the B1 CEFR/HEI admission threshold set by the Ministry. Students leave the course better organised, with a wider academic vocabulary and stronger independent learning strategies, but the exit standard itself stays at the Ministry threshold rather than above it.

Learning Outcomes

• LO 3.1: Write a structured academic essay of 300-450 words with a clear position, supporting reasons, examples, basic cohesion, and an appropriate academic register. (CEFR B1: Can write straightforward connected texts on a range of familiar subjects within their field of interest.)
• LO 3.2: Paraphrase and summarize short source texts of 100-180 words, maintaining the original meaning and acknowledging the source using a basic APA format. (CEFR B1: Can summarise (in the same language) short passages of routine factual text, gathering and reporting information or giving reasons for actions.)
• LO 3.3: Evaluate the relevance and basic credibility of a source using a structured checklist covering author, purpose, audience, evidence, and date. (CEFR B1: Can read straightforward factual texts on subjects related to their field and interest with a satisfactory level of comprehension.)
• LO 3.4: Identify viewpoints, assumptions, and cultural perspectives in academic or semi-academic texts and explain their effect on meaning and argument. (CEFR B1: Can express belief, opinion, agreement, and disagreement politely; Can give or seek personal views and opinions in discussing topics of interest.)
• LO 3.5: Deliver a structured 3-4 minute oral presentation on a familiar academic topic and participate in a short seminar discussion using turn-taking and polite agreement/disagreement strategies. (CEFR B1: Can give a prepared, straightforward presentation on a familiar topic within their field, clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. Can answer follow-up questions, though they may have to ask for repetition if the delivery was rapid).

Weekly Delivery Plan

Teaching Methodology

• Academic-skills approach within CEFR B1
• Process writing and guided drafting
• Critical reading and source evaluation tasks
• Seminar-style discussion and presentation practice
• Collaborative learning, peer review, and structured rubrics
• Responsible use of QuillBot, Quizlet, Flip, Diffit, Teachy, School AI, and Turnitin via Moodle
• Library orientation and guided self-directed research at B1 level

Indicative Bibliography and Learning Resources

• Bailey, S. (2018). Academic Writing: A Handbook for International Students (5th ed.). Routledge.
• Oshima, A., & Hogue, A. (2020). Longman Academic Writing Series 3: Paragraphs to Essays. Pearson.
• Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
• Cottrell, S. (2019). The Study Skills Handbook (5th ed.). Macmillan International.
• American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). APA.
• Council of Europe. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe Publishing.
• Instructor-selected B1 academic and semi-academic texts from open-access sources and library databases.
• de Chazal, E. & McCarter, S. (2012). Oxford EAP: A Course in English for Academic Purposes, Pre-Intermediate/B1. Oxford University Press.
• Thaine, C. & McCarthy, M. (2020). Cambridge Academic English B1+ Intermediate. Cambridge University Press.
• Digital platforms: QuillBot, Quizlet, Flip, Diffit, Teachy, School AI, Turnitin via Moodle.

Assessment

ENG-F 104 - Exam Preparation & Language Practice

Teaching staff: Ms. Eleni Papachristoforou and Mr. Stylianos Sphikas   |   Prerequisites: Successful completion of ENG-F 101 and ENG-F 102, with concurrent enrolment in ENG-F 103

Purpose

ENG-F 104 prepares students to sit and pass one of the Ministry-approved B1 exit examinations required for entry into Higher Education Institutions in Cyprus, practising at the higher scores the Council of Ministers framework sets for HEI admission.

All four skills are practised in examination format, under timed conditions and against B1 marking criteria. Students sit mock examinations, work through the feedback, set their own targets, and complete focused practice in reading, writing, listening and speaking. Digital tools support independent practice, though assessment itself stays tied to the Ministry-approved B1 exit requirements throughout.

Learning Outcomes

• LO 4.1: Complete B1 reading comprehension tasks, including multiple choice, matching, gapped text, and information-transfer items, within timed examination conditions and in line with the target score required for HEI admission. (CEFR B1: Can read straightforward factual texts with a satisfactory level of comprehension.)
• LO 4.2: Produce B1 examination writing tasks, including short messages/emails and short essays, with appropriate task achievement, coherence, vocabulary range, and grammatical accuracy. (CEFR B1: Can write straightforward connected texts on familiar subjects.)
• LO 4.3: Complete B1 listening tasks based on clear standard audio with a range of speakers and accents, identifying main ideas, details, purpose, and paraphrased information. (CEFR B1: Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.)
• LO 4.4: Perform B1 spoken examination tasks, including individual response and interactive discussion, with adequate fluency, pronunciation, accuracy, and interaction. (CEFR B1: Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what they would like to.)
• LO 4.5: Use examination feedback, self-reflection, and AI-assisted pronunciation/speaking tools critically to identify weaknesses and plan independent improvement before the final exit examination. (CEFR B1: Can use a simple word meaning something similar to the concept they want to convey and invite correction.)

Weekly Delivery Plan

Teaching Methodology

• Examination-preparation methodology aligned with Ministry-approved B1 requirements
• Timed practice under authentic or examination-style conditions
• Integrated-skills practice across reading, writing, listening, and speaking
• Individual progress tracking, mock examination feedback, and self-reflection
• Peer review using B1 marking criteria
• ELSA Speak, Gliglish, Diffit, Teachy, School AI, Quizlet and Flip support independent practice throughout
• Critical evaluation of automated feedback and independent study planning

Indicative Bibliography and Learning Resources

• Cambridge University Press & Assessment. (2020). B1 Preliminary 1 for the revised 2020 exam: Authentic Practice Tests. Cambridge University Press.
• Aish, F., & Norris, R. (2025). Ready for B1 Preliminary. Macmillan Education.
• Jakeman, V. & McDowell, C. (2022). New Insight into IELTS. Cambridge University Press.
• Council of Europe. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe Publishing.
• Ministry/Council-of-Ministers-approved examination information and sample papers, including Cambridge B1 Preliminary, IELTS Academic, TOEFL iBT, Pearson PTE Academic, Password Skills Plus, Michigan Language Assessment, SAT EBRW, Anglia, and other approved examinations.
• Instructor-selected authentic and examination-style B1 practice materials aligned with the HEI admission threshold.
• Digital platforms: ELSA Speak, Gliglish, Diffit, Teachy, School AI, Quizlet, Flip.

Assessment

Students have access to the University library, computer laboratories, learning platforms and campus facilities, alongside academic advising and scheduled office hours with the Programme Coordinator and teaching staff. Orientation at the start of the programme covers expectations, workload, attendance, assessment and the services available to students, and international students receive additional support through the relevant administrative and student-affairs offices.

Students with documented disabilities or specific learning needs are offered reasonable adjustments and accessible learning arrangements, and the programme draws on current English for Academic Purposes and English for Specific Purposes materials, including supplementary resources at B1 level. Students identified as being at risk of not reaching the B1 exit threshold by the midterm review point are offered a personalised study plan in accordance with the Policy for Supporting Student Learning and Autonomy.

The programme is monitored through AUCY’s internal quality-assurance procedures. This includes course-level evaluation, assessment moderation, instructor reflection, regular student feedback and the review of learning resources. Student progression and exit-examination results are tracked over time, and the Internal Quality Committee conducts an annual review of the programme.

The implementation of learner autonomy, explicit language-learning strategy instruction, EAP/ESP resources and Universal Design for Learning principles is specifically reviewed through student feedback, instructor reflection, course-level evaluation and the annual programme review.

The curriculum, assessment arrangements, approved examination information and learning resources are updated as needed to remain aligned with CEFR B1 descriptors, applicable national requirements and the needs of students preparing for higher education.

Students are expected to submit their own work, acknowledge their sources, and follow the University's academic-integrity requirements throughout the programme. Digital and AI-supported tools may only be used within limits set by the teaching staff, and students are expected to produce their own initial work before turning to any of these tools for support.

Where automated feedback is used, students are expected to weigh it critically rather than accept it automatically, and to disclose that use where instructors ask for it. If a student presents AI-generated or third-party work as their own, this is handled under the University's academic-integrity procedures.

This publication version presents the programme-level information, together with the analytical course descriptions and weekly delivery plans, approved through the external evaluation process. Application-only evidence, including the SWOT analysis, financial information, signatures, detailed staff curricula vitae and infrastructure evidence, remains in the accreditation file and is not reproduced here.

This document provides a public summary of the final study programme. Detailed operational matters, assessment briefs, examination schedules, student regulations and administrative procedures are communicated through the official University channels and are subject to the applicable institutional and national requirements.