A comparative study of compulsory and optional English preparatory programs: Different stakeholders' perspectives

English language teaching is a key component of higher education due to the significance of English proficiency in academic and professional life. Hence, English preparatory programs in higher education institutions play a vital role in equipping students with the necessary English language proficiency to meet their academic and professional goals. By offering intensive language instruction, preparatory programs help bridge the gap between students‟ prior language knowledge and the rigorous demands of higher education courses. Considering their significant role in language education, it is essential to evaluate the implementation of preparatory programs at universities, which are offered in two formats: optional and compulsory. In this regard, the present study aimed to compare the perceived effectiveness of compulsory and optional English preparatory programs at a state university in Türkiye and to determine whether its optional or compulsory nature has a perceived impact on the quality of education. In accordance with the aim of the study, a qualitative research design was employed to gain an in-depth understanding of both students' and instructors' experiences and perspectives. Accordingly, an open-ended questionnaire was administered to 129 students enrolled in optional preparatory program and 38 students enrolled in compulsory preparatory program, and semi-structured interviews were conducted with 6 instructors teaching in both preparatory programs. This method allowed the participants to freely express their views and share their unique insights, which provided rich and detailed data for analysis. The data of the research were examined using content analysis method. The findings of the study revealed that the majority of students in both optional and compulsory preparatory programs were highly pleased with the education offered in the program although they identified some deficiencies regarding the curriculum, including a lack of speaking practice and fieldspecific course. Moreover, nearly half of the students in optional preparatory program were content with the optional nature of the program while all the students in compulsory preparatory program made positive remarks about its compulsory nature. In terms of the instructors‟ views, the results showed that optional preparatory program partially achieved its objectives due to the lack of interest among the students although compulsory preparatory program largely accomplished its objectives thanks to the students‟ high level of eagerness. It was also revealed that optional nature of the program had a negative impact on the quality of education while compulsory nature of the program positively affected the quality according to the instructors. The findings of the study can provide valuable insights for practitioners and policy makers, contributing