Serrano Serrano, Raquel2020-06-032020-06-0320110023-8333https://hdl.handle.net/2445/164097This paper analyzes whether the distribution of the hours of classroom practice has any effect on students' foreign language gains, by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course), and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners' grammar and vocabulary knowledge, as well as listening, writing and speaking skills were examined through a variety of tasks. The results of the analyses performed indicate that intermediate-level students tend to make more language gains in intensive programs than in regular programs, whereas advanced EFL students do not seem to benefit from intensive classroom practice as much as intermediate students do.46 p.application/pdfeng(c) Language Learning Research Club, University of Michigan, 2011Ensenyament de llengüesAdquisició d'una segona llenguaAnglèsLanguage teachingSecond language acquisitionEnglish languageinfo:eu-repo/semantics/article5989202020-06-03info:eu-repo/semantics/openAccess