본 연구는 챗GPT를 대학 교양영어 수업의 학습 도구로 활용하는 효과 적인 수업구성을 하는 것을 목표로 하고 있다. 구체적인 논의는 다음의 네 가지이다. 첫째, 교육계에서 챗GPT 사용에 관해 찬반 논쟁이 있음에 도 불구하고 생성형 AI가 교육계에 큰 변화를 가져올 것이라는 점에는 거의 이견이 없다. 둘째, 챗GPT를 사용함에 있어서 발생 가능한 문제점 을 팩트 체크의 부재, 지적 재산권의 문제, 문해력 저하로 정리하였다. 학습에서 챗GPT를 도구로 사용하기에 앞서서 이러한 문제점들을 학습자 들에게 반드시 인식시키는 교과과정을 만들어야 할 것이다. 셋째, 교육현 장에서 챗GPT를 사용하기 위해서 학습자에게 선제적으로 인식시켜야 할 점은 생성형 AI가 학습의 도구로서의 역할을 하며, 학습자가 인공지능에 의존하는 것이 아니라 인공지능과 협업을 한다는 것이다. 넷째, 학습능력 이 매우 상이한 학생집단을 대상으로 챗GPT를 학습도구로 사용하기 위 해서는 그룹별 협업을 통한 활동이 중요하다. 그룹원들의 다양한 질문을 인공지능에 주입하여 다채로운 결괏값을 얻어 지식을 창조적으로 (재)생 산할 수 있기 때문이다. 본 연구의 의의는 연구에서 제시하는 수업구성 을 실제 수업에 적용하여 또 다른 연구물을 도출할 수 있다는 점이다.

This study compared research trends in universities general English program before and after the COVID-19 pandemic. After analyzing 248 articles from KCI using frequency analysis, centrality analysis, and topic modeling, this study found consistent keywords indicating a focus on learning objectives, effectiveness analysis, satisfaction surveys, and level-based learning before and after the COVID-19 pandemic. Centrality analysis revealed keywords like “teaching, research, analysis” before COVID-19 and “satisfaction, study, level, activity, effect” after COVID-19, indicating a shift towards learner satisfaction, level-based learning, and effectiveness analysis due to the transition to online learning. Topic modeling revealed shifts in research trends: Pre-COVID-19 focused on effective teaching methods, evaluation techniques, and cultural content, while Post-COVID-19 prioritized online teaching methods, web-based platforms, and selfdirected learning. Future research should address self-directed learning, attitudes and goal setting, closing learning gaps in online/blended learning, and developing effective online assessment tools and evaluation strategies. This study provides valuable insights and directions for further research in general English programs.

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.

The study aims to design an English for Academic Purposes (EAP) program model for college English classes (CECs) in Korea. To achieve this aim, two questions were raised: 1) how do foreign universities apply EAP into their CECs? and 2) what are differences in Y university students' satisfaction with the current CECs system and their future needs? In order to answer the first research question, several cases of English programs in foreign universities were investigated through Internet queries. For the second question, we collected surveys from a total of 673 undergraduates. The results indicated that foreign universities primarily target English for general academic purposes, prefer task-based instruction in their EAP classes, and emphasize academic writing and reading skills. In addition, the survey results displayed that the satisfaction with current CECs and future needs are different among students in different disciplines, most students hope to take EAP classes prior to their 4th semester, and students prefer a class size less than 20 students, and an after-class workload less than 4 hours a week. Those results were integrated to ultimately establish a dual model for EAP. More detailed accounts of the model are discussed in the paper.

The aim of this study is to apply flipped learning in teaching General English courses in university and examine its impact on English self-efficacy and students’ English achievement. The researcher implemented flipped learning by recording videos based on the students’ textbook and up-loading those videos on the SNS before each lesson to provide opportunities for active interactions in class. The students of the experimental group (n=56) were required to learn through SNS the videos to learn in the pre-class. They also practiced what they had learned under the teacher’s supervision by completing collaborative tasks in groups or pairs. Meanwhile, the control group students (n=66) received in-class only traditional English teaching. The statistical analysis of the results showed that adopting the flipped learning strategy appeared to play a role in enhancing the students’ English self-efficacy and English achievement. Also the students’ responses indicated that their satisfaction towards the flipped learning is positive.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

The purpose of this study was to evaluate the effectiveness of a university English conversation program which had employed on-line homework and outside-class interviews with native English instructors. After over 1,200 sophomores took the conversation course for a semester, questionnaires were administered to measure the students' satisfaction for the program and their perceived usefulness and effectiveness of the in- and outside-class activities. The results showed: first, students perceived the in-class lessons and outside-class interviews with the native English instructors as useful, but not the on-line conversation practice; secondly, the students' perceived usefulness, affective effects, and content evaluation of each activity were shown to have significant effects on their perceived effectiveness of the outside-class activities. Lastly, significant differences were not found by the different groups of proficiency level in their perceptions of the usefulness, affective effects, and content evaluation of the outside-class activities. However, different proficient groups showed different amount of study efforts and preference for activities.

The purpose of this study was to evaluate the effectiveness of a practical English program for college students which had been administered both on- and off-line. After over 1,400 freshmen took two TOEIC-based courses consecutively, questionnaires were administered to measure the students’ satisfaction of the program and their perceived usefulness of on-line learning. The effectiveness of the English program was measured through the improvement in the students’ TOEIC scores, their perceived usefulness of online learning, and their satisfaction with the program. The results showed a statistically significant increase in the students’ TOEIC scores in both semesters, with greater improvement in the second semester as compared to the first. Although the students’ overall perception of the usefulness of e-learning was in the middle on the scale, those who perceived online learning as useful were shown to have spent more time studying for the courses outside class, thereby improving their TOEIC scores and enhancing their level of satisfaction with the program. Pedagogical and research implications are suggested.

This paper presents the rationale behind a newly-developed and implemented college freshman program designed to improve writing skills and the outcomes after one year running. In line with the current teaching trend of colleges in Korea, this program has several features such as placing the freshmen into different levels based on their writing skills, running class focusing on writing skills and giving a S/U grade. Comparisons between a pre-writing test and two post-writing tests show that this program has contributed to increasing the students’ writing skills. The students’ responses to the questionnaire of the program also endorse the test results. A couple of pedagogical implications concerning EFL writing education are suggested.

The present study aims to design a web-based syllabus for teaching college English. The theoretical premises underlying the study are drawn from recent developments in relevant fields including web-based instruction, classroom observation and supervision, in-service teacher development, and program evaluation. The model is characterized by its learner-centeredness, teacher observation and supervision for professional development, and process-oriented program evaluation. Data for the program evaluation are gathered from various sources such as questionnaire responses, observation records, supervisory notes, teacher diary entries, and assessment. The information from the evaluation is then fed back to improve the course in a cyclical process. Through a small-scale application of the model some suggestions for its effective implementation are made in terms of institutional support, copyright, student autonomy, teacher roles, and e-learning course evaluation.

The purpose of this paper is to investigate English education experts’ current general views on the college English curriculum at Korean provincial universities and elicit their consensus of opinion on the distinctive characteristics of the curriculum. For that purpose, two rounds of the delphi survey were presented to forty experts, with thirty one experts’ responses in the first round and nineteen in the second. Based on their responses, the following characteristics of the Korean college English curriculum for provincial universities were deduced as a consensus of opinion: the curriculum is supposed to be more intensive, practical, proficiency-based, and university-specific than the curriculum for the universities in the Metropolitan area; it is supposed to be English for Specific Purposes (ESP) rather than English for General Purposes (EGP) in order to promote the future career of the individual provincial university students and the competitiveness of the provincial universities themselves.

The current research aims to enhance the quality of general English in the university by providing level-specific cultural curriculum and instruction based on students’ needs. This study utilized various research analysis methods such as literature-document and survey/interview. In the questionnaire respondents (a sample of 393 university students) showed that class hours per week and the number of semesters were appropriate, but that more interesting and level-specific instruction was needed. It was also suggested that more elective courses should be available after the completion of general English courses. Based on these results, this research study developed 4-tiered level-specific cultural curriculum. The newly proposed curriculum reported in this study encompasses its specific implementation plans, starting with standards, goals, and language functions for each level, ways to offer remedial and intensive courses at each level and elective courses after the completion of the general courses. This new plan initiative requires an extensive revision of existing curriculums and an application of dynamic evaluation methods. Accordingly, the results of the research project will present an important curricular and instructional model to other universities interested in providing level-specific English programs in the effort of maximizing the students’ learning.