Evaluation of a Communicative EFL Curriculum
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Abstract
This paper examines the development of communication-based English language instruction in a Korean university context by evaluating a specific college English program at P University and identifying the strengths and weaknesses of the college EFL curriculum of the university with respect to how closely it aligns with student and teacher perceptions of needs related to English. The study employed a quantitative survey method and qualitative interviews to examine what is taking place at P University, as a representative sample of the changing English landscape in Korea, and perceptions of the new curriculum. The results revealed that, overall, while students generally seemed to have somewhat negative opinions, teachers seemed to have somewhat positive opinions about the effectiveness of the new curriculum. Plausible explanations for this discrepancy are examined. Also, the analyses of the results revealed the possibility that the current communicative EFL curriculum may be not aligned well with the students’ needs, due to several weaknesses of the curriculum itself and constrains inherent in the institutional system behind it. Based on the findings of this research, several major issues are discussed for effective implementation of a communicative EFL curriculum.
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