Given the important status of students as major stakeholders of the National English Curriculum, this study investigated specific needs of curriculum-takers for an English curriculum and compared the results with analyses of curriculum evaluation from curriculum-completers. We implemented a needs assessment survey targeting 68 elementary school students (current curriculum-takers) and an evaluation survey targeting 27 high school students (curriculum-completers) in Korean EFL context. Results showed similarities between students’ needs and evaluation in terms of the ideal time for starting English education and time allotments. However, we found significant gaps between the two groups in several domains related to their specific goals of learning English. While the current curriculum-takers showed a high motivation to learn English for both instrumental purposes and integrative purposes, the curriculum-completers were strongly biased toward instrumental purposes. Our findings provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL settings. This study also provides helpful resources for conducting needs and evaluation analyses.

1. INTRODUCTION
2. BACKGROUND
    2.1. Needs Analysis
    2.2. Curriculum Evaluation
    2.3. The National Common Basic Curriculum of English in Korea
3. METHOD
    3.1. Research Questions
    3.2. Participants
    3.3. Materials
    3.4. Procedure
4. RESULTS AND DISCUSSION
    4.1. Purpose of Learning English
    4.2. Necessity of English Education
    4.3. Ideal Time for Starting English Education
    4.4. Time Allotments
    4.5. Difficulty Gaps Between Different School Levels
    4.6. Domain
    4.7. Generalized Knowledge
    4.8. English Learning Activities
5. GENERAL DISCUSSION AND CONCLUSION
REFERENCES

• Haerim Hwang(Department of Second Language Studies, University of Hawaii)
• Hyunwoo Kim(Department of English Language and Literature, Yonsei University) Corresponding Author