Rodalin Asenas - The University of Technology of Bahrain, Kingdom of Bahrain
Mark Doblas - The University of Technology of Bahrain, Kingdom of Bahrain
Andrews Maquiling - The University of Technology of Bahrain, Kingdom of Bahrain

The present study aims to assess the effectiveness of remedial English courses in improving students’ English skills in terms of grammar, vocabulary, listening, and speaking. The study also aimed to identify the optimal number of contact hours spent in remedial courses to improve students’ post-test scores. The study utilized the pre and post-test scores of ۳۷ students enrolled in the English remedial Programme at the University of Technology Bahrain during the second and third trimesters of the Academic Year ۲۰۲۰-۲۰۲۱. Using a non-parametric Wilcoxon Signed Ranked Test and Receiver Operating Characteristic curve, the study derived the following conclusions: Remedial courses significantly increased the post-test scores of the students for both grammar and vocabulary and speaking and listening. This would suggest that the conduct of remedial courses effectively improves the overall English-speaking skills of the students who completed the remedial course despite being fully delivered online. Contact hours spent in remedial courses, both in ENGL۳۰۱ for Speaking and Listening and ENGL۳۰۲ for Grammar and Vocabulary, can significantly determine the students’ success in passing the post-test. The effect of the number of contact hours in the remedial course on passing post-tests, both for Grammar and Vocabulary and Speaking and Listening, is not linear. The optimum numbers of hours to be spent per trimester on directed learning to improve students’ post-test scores in grammar and vocabulary, and speaking and listening are ۸۶.۲۵ and ۸۸.۵ hours, respectively. This threshold maximizes the chance of predicting the students who passed at the level of sensitivity and specificity.

English Remedial Course, Grammar and Vocabulary, Speaking and Listening, ROC-curve