Questions to ask before enrolling in an English course
Ask these key questions before enrolling in an English course: teaching method, teacher qualifications, schedule fit, progress tracking, and cancellation policy.
Most people choose an English course based on convenience or price, then quit halfway through because the pace was wrong, the teaching style clashed with how they learn, or the course promised something it couldn't deliver. The right questions asked upfront save you time, money and frustration. What follows are the hard questions that matter—and what tells you whether a school is being straight with you.
What's your actual teaching method, and can you show me examples?
Schools often use jargon like "communicative" or "immersive" without explaining what that means in practice. A good answer is specific: they'll describe how much class time is spent on speaking versus grammar drills, whether role-play and conversation dominate, or whether you're working through structured textbooks. They should offer to sit in on a trial lesson or show you sample lesson plans.
An evasive answer sounds like: "We use modern methods" or "We adapt to each student." That's not an answer—it's a dodge. Press them: *Do you use a published curriculum? How much do students speak each week? What happens if I get bored with the approach halfway through?* A school confident in their method will detail it without hesitation.
Who will teach me, and what are their qualifications?
This is where many language schools get vague. You're not being rude by asking. A legitimate answer includes their teachers' names, their teaching credentials (TEFL, CELTA, or a local equivalent), and how long they've taught English to your level. Ask whether the same teacher will work with you throughout the course or whether you'll rotate. If it's rotation, understand why—some schools do this deliberately; others it's just staffing convenience.
If they say "It depends on availability" or can't name your potential teacher, that's a red flag. You deserve to know who's being paid to improve your English. Also ask: *What happens if I don't like my teacher?* A school that allows you to switch shows confidence. One that doesn't suggests they're not invested in your fit.
What does the pacing and schedule actually mean for me?
Schools advertise "intensive" or "part-time" without being clear about volume. Before enrolling, get the exact breakdown:
- How many hours per week, spread across how many days?
- Is it the same time every week, or does it rotate?
- If you miss a class, can you make it up, or do you lose it?
- How long until the next course starts if you need to drop out?
- Are there holidays when the school closes, and will you still pay?
A good school will give you a sample timetable for the next three months. They'll also be honest about what's realistic: if you attend once a week for 90 minutes, improvement will be slower than three times a week, and they should say so. What you're looking for is alignment between the pace they're offering and the pace your life allows. Overcommitting is the biggest reason people abandon courses.
How will I know whether the course is actually working?
Skip any school that can't explain their assessment method. Ask: *How do you measure my progress? Are there formal tests, or is it informal feedback?* A solid answer involves regular feedback—written or verbal—showing where you've improved and where you need to focus. Some schools use benchmarks like CEFR levels; others use their own rubric. Both are fine, as long as it's transparent and consistent.
Also ask whether the course includes any formal certification at the end, and whether that's recognised beyond their own school. Many schools offer internal certificates that look impressive but carry no weight elsewhere. Understand what you're getting.
What happens if things aren't clicking?
Ask directly: *If I'm unhappy after two weeks, can I leave without paying the full balance?* Listen to the policy. Some schools offer a short trial window; others don't. You want to know the boundaries before you're locked in. A fair school will also clarify what "refund" means—full money back, or credit toward a future course.
Once you've asked these questions and compared answers from two or three schools, you'll have a clearer sense of which one actually suits you. On Strove, you can read reviews from other students and message schools directly with your questions—giving you a head start before that first conversation.
Common questions
- What's the difference between a school saying 'communicative approach' and actually using it?
- Communicative means students spend significant class time speaking and interacting, not just listening to lectures or filling worksheets. Ask the school: how many minutes per lesson do students actually speak? Request to observe a lesson. If they hesitate or can't give you a number, they're probably not as communicative as they claim.
- Should I always pick a course with the most famous or qualified teacher?
- Not necessarily. A teacher's credentials matter, but fit matters more. The best-qualified teacher might teach in a style that doesn't click with you. Ask for a trial lesson with the teacher you'd actually work with, and pay attention to whether their pace and feedback style suit how you learn best.
- If a school won't let me try a lesson or name my teacher in advance, should I walk away?
- Yes. Schools that are transparent about their teachers and confident in their method welcome trial lessons and questions. Evasiveness usually signals either disorganisation or a lack of accountability. There are plenty of schools willing to let you see what you're paying for first.
- What's a realistic timeline to see real improvement in English?
- It depends entirely on how often you attend and your starting point. Ask the school: at your proposed schedule, when should you expect to move from one proficiency level to the next? A honest school will tell you weekly lessons take longer than intensive daily classes, and they'll give you realistic milestones based on your intake assessment.
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