A Review on Extra-curricular English Course in Replacement of Graduation Certification
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This study examines an extra-curricular English course that gives a chance for the low-proficient seniors who have not yet met the graduation qualification to graduate upon completion of 90 hours of English program. The subjects were 14 seniors who failed to obtain the minimum requirement scores and had to complete the course in summer of 2014. A total of 5 sets of the TOEIC mock-tests were administered to see if the subjects made any progress in each test after providing lectures on the tips to improve listening skills and test scores. The study analyzed the results of the TOEIC L/C, subjects`` translation sheets and the questionnaire at the end of the course. Subjects`` personality factors were mainly focused for the study. The affective domain by Krathwohl, Bloom, and Masia (1964) was adopted to investigate the subjects`` learning factors along with their motivation. Based on the results of the study, the extra-curricular English course seemed ineffective as the subjects`` perception of the course was extremely nonchalant without any desire and motivation to learn. Their willingness to learn English was practically non-existent in each class presumably partly due to the lenient nature of the course and pressure to focus on their national qualification exam. It is recommended to provide a more practical course that includes testing the students and that reinforces a learning environment. The course is advised to be offered in the 3rd year so during the senior year, students can put in their effort on more urgent priority such as national nursing test and/or national biomedical laboratory science test.
Abstract
This study examines an extra-curricular English course that gives a chance for the low-proficient seniors who have not yet met the graduation qualification to graduate upon completion of 90 hours of English program. The subjects were 14 seniors who failed to obtain the minimum requirement scores and had to complete the course in summer of 2014. A total of 5 sets of the TOEIC mock-tests were administered to see if the subjects made any progress in each test after providing lectures on the tips to improve listening skills and test scores. The study analyzed the results of the TOEIC L/C, subjects`` translation sheets and the questionnaire at the end of the course. Subjects`` personality factors were mainly focused for the study. The affective domain by Krathwohl, Bloom, and Masia (1964) was adopted to investigate the subjects`` learning factors along with their motivation. Based on the results of the study, the extra-curricular English course seemed ineffective as the subjects`` perception of the course was extremely nonchalant without any desire and motivation to learn. Their willingness to learn English was practically non-existent in each class presumably partly due to the lenient nature of the course and pressure to focus on their national qualification exam. It is recommended to provide a more practical course that includes testing the students and that reinforces a learning environment. The course is advised to be offered in the 3rd year so during the senior year, students can put in their effort on more urgent priority such as national nursing test and/or national biomedical laboratory science test.
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