A Level- and Proficiency-based English Language Program of a Science University in Korea
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This research introduces an English language program of a research-oriented science and engineering university in Korea. The university had established a PBT TOEFL score of 550 as one of its graduation requirements in 1995, implementing it for fifteen years. The policy, however, created problems such as students’ learning focus on receptive skills of the language and the discrepancy between the English curriculum and the graduation requirement. In addition, students who were unable to graduate on time due to not meeting the graduation requirement had increased. Facing these issues,the institute abolished the TOEFL policy and developed a new English program, which is characterized by a level-based curriculum, the implementation of an in-house placement test, mandating a number of courses to take, focus on productive skills, and teaching both general English and ESP-oriented courses. With the aim to introduce its rationale, placement test and curriculum, this study also reports on the results of questionnaires designed to determine students’ perceptions of the new English program and main issues raised in a panel discussion designed to examine the program. Limits and suggestions for the program are lastly presented.
Abstract
This research introduces an English language program of a research-oriented science and engineering university in Korea. The university had established a PBT TOEFL score of 550 as one of its graduation requirements in 1995, implementing it for fifteen years. The policy, however, created problems such as students’ learning focus on receptive skills of the language and the discrepancy between the English curriculum and the graduation requirement. In addition, students who were unable to graduate on time due to not meeting the graduation requirement had increased. Facing these issues,the institute abolished the TOEFL policy and developed a new English program, which is characterized by a level-based curriculum, the implementation of an in-house placement test, mandating a number of courses to take, focus on productive skills, and teaching both general English and ESP-oriented courses. With the aim to introduce its rationale, placement test and curriculum, this study also reports on the results of questionnaires designed to determine students’ perceptions of the new English program and main issues raised in a panel discussion designed to examine the program. Limits and suggestions for the program are lastly presented.
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