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.

The present study investigates secondary school student athletes’ specific needs for English learning and analyzes correlation and a cause and effect relationship among the needs-related variables. Two hundred forty six student athletes enrolled in physical education. Junior and senior high schools participated in the study. Data were collected through a survey that inquired about the students’ perceived English ability and learning areas of interest, their needs for ESP education, and aspects to be considered for ESP course design. The results show that the students put more emphasis on verbal communication (i.e., on speaking and listening) than on written communication (i.e., on reading and writing) and that they wanted more practical ESP education reflecting their needs and interests. Additionally, there was significant correlation (p<.01) among the subjects’ learning areas of interest, needs for ESP education, and aspects to be considered for ESP course design; a cause and effect relationship among the above three variables was discovered by goodness of fit test for structure equation model. Based on these findings, it is concluded that secondary school student athletes’ perceived English ability and areas of interest for English learning influence both their needs for ESP education and aspects to be considered for ESP course design.

This paper explores the English needs of culinary college students in Korea, asking whether their English needs differ by their desired careers. To this end, we administered a survey to 123 culinary college students and divided them into six groups based on their desired careers. The results show that the type of desired career of the participants is highly correlated with their perceived need for learning English, the kind of English skills that they want to learn, and the level of English proficiency that they hope to achieve. For example, students planning to work for a restaurant or hotel abroad had the highest English proficiency needs whereas those planning to study in graduate school in Korea and those planning to work for a restaurant or hotel in Korea had relatively lower needs. The results suggest that college English programs need to provide diverse college English courses to prepare students for their diverse future careers.

While topics such as the use of English in the Korean workplace and specific industries have been studied widely, there is paucity of research that focus on the voices of various classes within a workplace that influence learners' English needs. In order to fill this gap, interviews and surveys were conducted at a major technology firm in Korea to examine the role of standardized English test, potential discrepancies between learner's perspective of their English needs and the language skills demanded or expected by thier employer. The study also attemped to analyze the needs of the learners to identify the target situations and tasks that can be incorporated into an EBP (English for Business Purposes) curriculum for the target learners. The findings from the interviews and the survey revealed that standardized tests are no longer used inthe hiring process, and there were diffrences between the employer and employees on how English skilss are perceived to influence one's chances of getting a job and being promoted. Based on the results of the needs analysis of the target group studied, examples of contexts and tasks that can be included in an EBP course are suggested. Finally, a renewed role of corporations and universities in meeting the needs of job seeking youths is proposed.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

This paper explores who needs what aspects of L2 English to what levels of proficiency, focusing on college English curriculum development in Korea. A survey was conducted of 532 college students in Seoul. Grounded that career is one of the most important motives for EFL learning, the participants were divided into seven groups based on their desired careers. The results show that the types of desired careers of the participants are highly correlative with the strength and weakness of their need for learning English, the kinds of English skills they want to learn, and the levels of English proficiency they hope to achieve.

The purpose of thi s study is to deve lop teaching materials for underachievers In e lementary Engli sh ed ucati on. Accord ing to Seoul metropolitan office of education (20 I I), the rate of underachievement has increased sharpl y when students go from primalY to secondary school. Therefore, it is necessalY to systematically teach underachi evers when they are in elementalY school. In order to develop teachi.ng materi als, a meta-analysis of the previous studies was cond ucted in the areas of underachi evers' characteri st ics and reasons, teaching ways, learning strategies and teaching contents. Moreover, a questionnaire survey for analyzing teachers' needs on teaching mate rials was conducted to elementalY school teachers. These resu lts were used as a fo undation to design the teaching materials. The major research findings are as follows: First, the developed teaching materials are expected to he lp teachers to teach underac hievers with practica l mater ia ls in the Engli sh e lementary classroom. Second, the suggested directions for developing teaching materials can gu ide teachers to develop the ir own teac hing materi als for underachi evers. Third, the integrated results of meta-ana lysis of the previous studies on teach ing underachievers help teachers to understand underac hievers better and thus construct effective teach ing strategies, teaching methods, and teaching contents.

This research focuses on analyzing characteristics and needs of engineering students in an EFL context, which is designed as a preliminary study of content-based language instruction to develop NURI English model. For the purpose of this study, I conduct surveys and interviews on 147 engineering students to find out students’ needs and interests as well as 9 professors to recognize their notions of what language skills would benefit engineering students. The results of surveys and interviews strongly suggest the need to adopt a learner-centered level approach with which NURI English can incorporate communicative English for general and specific purposes in the field of engineering as well as TOEIC instruction. The results of this study also lead to an instructional parameter for NURI English program that requires for taking into account an instruction model of the integration of language and content for engineering students. The present study offers a few pedagogical implications for language educators who want to design a content-based language instruction model for engineering students in EFL contexts.

본 연구는 수능 영어 독해력 향상을 위한 다독 프로그램에 대해 교사와 학생들이 가지는 의식과 다독 프로그램에 대한 요구를 조사 및 분석하였다. 이를 위해 서울특별시와 경기도, 강원도, 충청도 소재 국·공립 고등학교 2학년과 3학년에 재학 중인 남녀 고등학생 309명과 동일 학교에서 근무 중인 영어교사 32명을 대상으로 요구조사를 진행하였다. 교사와 학생에게 주어진 설문 문항은 기초 설문 항목, 학교 수업 실태 조사 항목과 다독 실태 조사 항목 및 영어 다독 수업 모형에 대한 요구도 조사 항목으로 구성하였다. 교사의 요구 분석 결과를 종합하면, 교사들은 교과서를 제외한 영어 읽기 텍스트 부족과 읽기 교육 내용의 체계적 구성 결핍을 현재 영어 읽기 교육의 주된 문제점으로 인식했다. 다독을 통해 영어 읽기 능력을 향상할 수 있기 때문에 대다수의 교사들은 교육 여건이 충분하지 못한 상황에도 불구하고 다독 교육이 필요하다는 의견을 보여주었다. 학생 설문 분석의 경우, 지나치게 난해한 표현들이 수능 영어 지문과 EBS 교재에 다수 포함되어 학생들은 영어 읽기 문제 해결에 많은 어려움을 겪고 있는 것으로 나타났다. 대부분의 학생들은 현재 다루고 있는 수능 지문과 EBS 교재 이외에도 읽기 능력 향상과 수능 영어 시험에서 높은 점수를 획득하 기 위해 추가적인 읽기 자료를 원하고 있으며 이러한 교사와 학생의 의식 조사를 통해 수능 영어 독해력 향상을 위한 다독 프로그램의 요구를 확인하였다.