The purpose of this study was to predict educational transformation in the post pandemic era and address a new agenda for participants in both education and academia of Korean EFL. First of all, this article calls attention to rapid societal changes due to technology for the last few decades, particularly in facets of language use, knowledge building, and learning paradigm. Second, this study attempted to articulate unprecedented challenges of English education in Korea for adapting to educational reform in the digital society: 1) defining digital literacy from the second language (L2) perspective, 2) relocating English curriculum within digital learning ecology, and 3) achieving normalization of Korean school English curriculum. For successful transition, this paper finally suggests that a united voice is needed from participants and that new governance should be established in English education to connect educators, researchers, and policy makers to each other empowered by major academic associations such as KATE.

1. 서론: 포스트 코로나, 사회는 어떻게 변화하게 되는가?
2. 지식정보사회의 변화된 사회 현상과 외국어 교육적 고찰
    2.1. 네 가지 언어 영역의 변화
    2.2. 지식 습득의 변화된 양상
    2.3. 학습패러다임의 변화
3. 포스트 코로나 영어교육의 핵심 도전 과제들
    3.1. 영어교육자와  영어학습자의 디지털 리터러시의  개념 정립
    3.2. 디지털 학습생태계에서의  효과적인 외국어 교육 모형 발굴
    3.3. 영어교육의 정상화 노력 : 역량기반교육과정의로의  전환
4. 결론 및 제언
REFERENCES

• 김혜영(Professor, Department of English Education, Chung-Ang University) | Kim, Heyoung