The educational goal of Hiroshima Prefectural University (henceforth, HU) states that first-year EFL students are to achieve CEFR level B2 (the English level of the majority of students was CEFR B1 at the beginning of the semester) upon completion of a three-month intensive English program (henceforth, IEP). Through an active learning instructional approach students are expected to develop the requisite language skills in addition to a set of key competencies fostered through the cooperative learning environment. The aim of the program is for students to improve their language proficiency in preparation for all-English content classes commencing in the subsequent semester. Active learning is defined by HU as a learner-focused approach in which core elements of collaborative, cooperative, and problem-based learning are developed. Adoption of the approach signifies a transition away from traditional knowledge transmission-based to teaching that more actively engages students in the learning process leading to more long-lasting, meaningful learning [61]. However, analysis of results from post testing show only moderate improvement in mean test scores as measured on the TOEFL ibt test. This paper critically examines expectations of the program, both in terms of language improvement and also for evidence of the effectiveness of active learning among Japanese EFL learners

active learning, independent learning, speaking proficiency