A Comparison of College Learners' Needs in General English with Academic Achievement
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This study was conducted to compare college learners' needs in General English (GE) with their academic achievements in order to suggest some considerations for GE curriculum design. For the purpose, questionnaires were administered to 796 university students taking GE courses at the beginning of the semester and achievement tests were conducted twice, in the middle of and at the end of the semester. The results of need analysis were compared with the learners' academic achievements evaluated by the instructors of each GE course. Five considerations were analyzed in this study; the goal of GE, the time frame during college years, mediated language during instruction, the focused language skills and the preferable GE contents. This study shows that college learners, who have attained higher grades from GE, present needs on the concurrent use of both Korean and English, and high interest in the instructional contents. Regardless of learners' grades, they prefer to take integrated language skill based instruction as well as GE instruction with the goal of communicative competence. Based on the results, some considerations for curriculum development were mentioned.
Abstract
This study was conducted to compare college learners' needs in General English (GE) with their academic achievements in order to suggest some considerations for GE curriculum design. For the purpose, questionnaires were administered to 796 university students taking GE courses at the beginning of the semester and achievement tests were conducted twice, in the middle of and at the end of the semester. The results of need analysis were compared with the learners' academic achievements evaluated by the instructors of each GE course. Five considerations were analyzed in this study; the goal of GE, the time frame during college years, mediated language during instruction, the focused language skills and the preferable GE contents. This study shows that college learners, who have attained higher grades from GE, present needs on the concurrent use of both Korean and English, and high interest in the instructional contents. Regardless of learners' grades, they prefer to take integrated language skill based instruction as well as GE instruction with the goal of communicative competence. Based on the results, some considerations for curriculum development were mentioned.
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