Start with one ordinary day
Ask for a sample timetable for the exact course and campus you are considering. A statement such as ‘many lessons per day’ leaves several questions unanswered: how long is each lesson, how many involve a teacher, which are compulsory and where are the breaks? A promotional maximum may not describe your own booking.
Write down the start and finish times, teaching blocks, meals, breaks and required evening work. Then add your commute if you stay outside the campus. The timetable should show the day you will actually live, not only a course name.
Separate the blocks before comparing
| Block | Question to ask |
|---|---|
| Individual lesson | Which skills, how much speaking and what feedback? |
| Group lesson | How is level matched and what is the group-size policy? |
| Optional activity | Can I skip it, and is a place guaranteed? |
| Test or assessment | How often, how long and does it replace teaching? |
| Self-study | Independent or supervised, compulsory or optional? |
Hypothetical comparison, not a quotation for two schools: six lessons of 45 minutes give 6 × 45 = 270 teaching minutes; six of 50 minutes give 6 × 50 = 300. That is 30 minutes more per day, or 150 over five identical teaching days. Divide minutes by 60 to express clock hours: 270 / 60 = 4.5 and 300 / 60 = 5. Breaks do not count. Keep individual and group totals separate; these numbers describe scheduled contact time, not your personal speaking time. Confirm actual teaching days before multiplying by a week.
Compare teaching minutes as well as lesson counts. QQEnglish's public study-abroad plan states a 50-minute lesson and presents both individual-only and mixed lesson plans. That is an example from QQEnglish; do not assume the same lesson length or mix at another school. Confirm the course-specific timetable in writing.
What each format can contribute
An individual lesson can give you more focused time to ask questions, practise a difficult task and receive feedback. Ask whether the teacher adapts the content and how corrections are recorded. One-to-one time still requires preparation and active participation; it is not a guarantee of speaking improvement.
A group can provide turn-taking, listening to different answers and practice responding to other learners. Ask how students are placed, what happens if your level does not fit and whether the advertised group limit applies to every group type. ‘Group’ alone does not establish class size or how much each student speaks.
Match the workload to your day
Hypothetical example: a learner who works remotely in the evening compares a timetable dominated by individual lessons with a mixed course. The first may offer focused practice but leave less energy for work and review. The second is not automatically easier: required study and testing can make its day equally demanding. Compare complete schedules rather than format labels.
- Choose the main task you want to practise, such as explaining a work process.
- Ask which daily sessions address that task at your present level.
- Identify required preparation, homework and evening attendance.
- Keep space for breaks, sleep and reviewing corrections.
- Check whether changing the lesson mix later is possible and whether it costs extra.
Request a realistic sample, not a promise
Ask: ‘Please show a typical day for this course, marking lesson length, compulsory blocks, optional sessions and self-study. Which parts may change after assessment?’ If a course has an entry requirement, confirm it before booking. For a specific exam target, use an appropriate exam-course consultation rather than assuming a general timetable will deliver the score.
Keep the sample with the quotation and note any provisional elements. The aim is a sustainable teaching day with useful feedback, not the highest advertised number of lessons. A timetable describes the planned learning format; it cannot guarantee fluency, a particular score or a fixed pace of progress.
Frequently asked questions
Are more individual lessons always better?
No. Their usefulness depends on your goal, level, preparation and ability to stay engaged. Compare feedback and the complete daily workload.
Can I count self-study as teacher-led instruction?
Not unless the school explicitly describes it that way. Record independent study and supervised practice separately from ordinary teaching.
Does a mixed course mean a lighter day?
Not necessarily. Group lessons, assessments and compulsory evening work can still create a demanding schedule.
Sources and further reading
QQEnglish: study-abroad plans. Source checked: 2026-10-23.