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 purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

The study examined the 2009 overseas program of the SNU Intensive English Teacher Training Program (IETTP) to evaluate overall management and its effects for future improvements. Following an overview of the 2009 overseas program, the present study provides the results of the program survey and English proficiency tests that were conducted on 42 trainees. The results indicated that the program was successful in terms of its management and improving English teachers' English proficiency. Especially, the trainees showed strong satisfaction for school visits, culture excursions, and special lecture series which exposed them to invaluable experience of looking into an English speaking country. Three suggestions were proposed in terms of managing and evaluating the overseas program of the IETTP. First, the IETTP needs to take proaction in identifying the needs of in-service English teachers and to reflect those needs in its overseas program. Second, the IETTP needs to develop a customized overseas program which can best support main goals of its overall six-month training program. Lastly, an evaluation of the program needs to incorporate more than just a survey method to triangulate the outcome of the study.

This paper discusses diverse ways of improving college English education program based on previous studies. In particular, the discussion focuses on three issues: the goals of college English education program, the content of the program curriculum, and the implementation of the curriculum. The purpose of the paper is to assess the current state of Korean college English education, diagnose its problems and weaknesses, and suggest various measures for enhancing it. The importance of taking into special consideration the characteristics of the college and its students as well as the students’ own learning needs in designing any college English education program is underscored. Given that the curriculum of English education program is developed by each college rather than by the government, the information that this paper provides is expected to help colleges upgrade their English education program.

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.

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 purpose of the present study was to examine the effectiveness of an English program called Global English. The fall, 2003, program at a 4-year university in southwest Korea, was designed for students to attain ability and confidence in both oral and written reports in English necessary to participate actively in everyday and business situations. The study described the educational principles and curriculum in detail and provided an overall evaluation of the program. Students' communicative competence was measured by the computer-based TOEIC both prior to and in the middle of the Global English instruction. Questionnaires were administered to 2,791 students and to 18 native English-speaking teachers to identify their satisfaction with the program. The results from the paired-samples t test indicated that the Global English program significantly affected students' English achievement scores. The students demonstrated satisfaction with the program in the analyses of the questionnaires: The students' motivation, interest, and attitudes towards learning English improved, and their anxiety in speaking English with native speakers was lowered; their confidence increased. On the basis of the findings, educational suggestions were made for improving the Global English program.