This study investigates the implementation of a new EFL course, English Practice. This is designed to enhance English reading and writing skills, and increase literary experiences among university students. For this study, literature for young adults and e-mail writing were introduced to change teaching/learning conventions in an EFL setting. The research framework was practitioner research. Data collection consisted of a survey, students’ writing in the classroom, and the instructor’s field notes and journal. Data were analyzed to address the following research question: What happens when university EFL students read and write English for real purposes? Data analysis revealed that: 1) the students viewed literature and e-mail writing as a new experience of language learning, 2) the students showed changes in their learning, and 3) the students’ experiences with the literature went beyond language learning. The author concludes that the unique course program provided students with new ways of developing understanding English as a foreign language and provided opportunities to express individual experiences of the texts they read.

Abstract
Ⅰ. Introduction
Ⅱ. Background of the Study
Ⅲ. The Context
Ⅳ. Methods
Ⅴ. Findings and Discussion
Ⅵ. Conclusions and Implications
References
Appendix

• Hae-Ri Kim(Kyungil University) | 김혜리