Document Type : Research Article
Department of Foreign Languages in the Sphere of International Relations, Kazan Federal University, Kazan, Russia
Department of General and Pedagogy Psychology, Faculty of Psychology, National Research Tomsk State University, Tomsk, Russia
Department of Humanities and Social Sciences, Russian Technological University MIREA, Moscow, Russia
The challenge of assessing university educational programs' efficacy has materialized. The examination of university policies and procedures to ascertain how well university English language programs function as an educational setting has been done. A model for keeping an eye on the learning environment was created, enabling colleges to carry out the diagnostic and assessment functions. The analytical lines, criteria, and indicators in the unified model are all the same for universities. Conclusions are made regarding the potential application of a model that forecasts the evolution of the educational environment and reflects its current state at any given time to monitor it. It has been determined that the model's criteria and indicators, while useful for assessing the outcomes of instructional activities and forecasting potential changes, do not accurately capture the distinctive nature of the English language classroom environment in universities in either of the two countries.