The purpose of this study was to investigate university learners’ preferences and other related factors for two general English courses, one course focusing on reading and another on conversation, with students divided by their language proficiency level. The participants were 554 students at an engineering university. A 4-point Likert-type scale was used to record general tendency. Students were evaluated and divided into three and four proficiency levels for the reading and conversation course, respectively. 88.1% of participants had a favorable opinion of the level-divided conversation course, and 87.7% had a positive view of the level-divided reading course. Cross tabulation analysis was conducted to examine any relationships between the preferences and other factors such as sex, favorable feelings toward English, students’ majors, and English proficiency. The chi-square analysis showed no significant relationship between level-divided course preference and factors like sex or fondness for English. However, there appears to be a significant relationship between students’ majors and level-divided course preference for both the conversation and reading courses as well as a preference relationship between English proficiency and the reading course. The participants liked the effectiveness of the level-divided course content and the tailoring of educational content according to students’ proficiency.

I. 서론
II. 이론적 배경 및 선행연구
    1. 대학 교양영어 교육의 현황
    2. 수준별 수업의 필요성
    3. 수준별 수업의 진행과 문제점
III. 연구 방법
    1. 연구 질문
    2. 연구 대상 및 실험 처치
    3. 연구도구 및 분석
Ⅳ. 연구 결과 및 논의
    1. 수준별 수업의 운영
    2. 영어 수준별 수업에 대한 선호도
    3. 영어 수준별 수업의 효율성에 대한 평가
V. 결론 및 제언
참고문헌

• 남지영(한국산업기술대학교 지식융합학부) | Nam Ji Young