Ataman, OrhanAdiguezel, Abdullah2024-08-232024-08-2320241056-79411949-3533https://doi.org/10.1002/tesj.765https://hdl.handle.net/20.500.12684/14568The aim of this research was to determine instructors' views regarding the level of importance and implementation of quality standards in intensive English programs (IEPs) of higher education in Turkiye. A descriptive research method was used for the study. The authors used a questionnaire produced from simplified versions of IEP quality standards of 12 accreditation bodies. The questionnaire consisted of 7 standard areas and 70 items. As for the data gathering process, stratified sampling method was used. Universities in Turkiye were divided into 6 categories according to their scores in the University Ranking by Academic Performance (URAP) list, and 258 instructors working at universities in different URAP categories participated in the research. As a result of the study, it was seen that all of the standard areas were considered important by instructors. Six of the standard areas were found to be met to a great extent, whereas the Continuous Improvement standard area was found to be met moderately according to instructors' views. Also, the instructors who experienced the accreditation process gave more importance to quality standards. Finally, it was determined that the level of implementation of the quality standards was rated higher at accredited IEPs.en10.1002/tesj.765info:eu-repo/semantics/openAccessaccreditationenglish preparatory programintensive english programquality assurancequality standardsTeachers PerceptionsHigher-EducationAssuranceArticle1522-s2.0-85174233142WOS:001083437800001Q1Q2