Аннотация
The growing role of English for Academic Purposes (EAP) instruction in higher education has created a demand for systematic approaches to program quality evaluation that extend beyond course-level assessment. While EAP programs are widely implemented to support academic literacy and discipline-specific communication, their quality assurance is often fragmented and limited to localized evaluation practices. Institutional monitoring systems, traditionally used for general educational quality management, remain underexplored as tools for evaluating Academic English.This study examines an internal institutional monitoring framework and its applicability to evaluating the quality of EAP instruction at a university in Kazakhstan. The monitoring model is based on standardized indicators, multi-source data collection, stakeholder feedback, and corrective management procedures. The study analyzes program demand indicators, faculty qualifications, graduate employment outcomes, student satisfaction, resource provision, and certification opportunities across several language-oriented programs, including Translation Studies, Foreign Philology, and Foreign Language Teacher Education.The findings demonstrate that indicator-based institutional monitoring can function as a scalable framework for EAP program evaluation when language-oriented outcome indicators and academic communication goals are incorporated into monitoring design. The proposed framework contributes to EAP quality assurance by linking institutional monitoring practices with academic literacy development and language-oriented program effectiveness.