To address the English proficiency of underachieving college students, universities often use in-house language tests. C University lacks specific exams for identification, and relies on students’ English performance in the Korean College Scholastic Aptitude Test (CSAT English). This research explores the potential of the TOEIC Bridge, a standardized English proficiency test developed for middle and high school students, to provide an effective, practical measure for screening underachieving students in English. The study investigates the relationship between TOEIC Bridge and CSAT English performance, evaluating the predictive value of TOEIC Bridge on CSAT outcomes. Analyzing data from 418 students, the study identified (1) a moderate correlation between TOEIC Bridge and CSAT English performance, and (2) predictability of CSAT English performance based on TOEIC Bridge, suggesting that TOEIC Bridge can provide a potential tool to identify underachieving students in English. These findings contribute pedagogical insights for tertiary education.

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 was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

This paper overviews the college English teaching system at Seoul National University, and discusses possible changes prerequisite for the betterment of its system. It observes that improvement of college English education is hard to achieve without reestablishing its roles and objectives, paying special attention to its intrinsic relation with English teaching at the pre- and post-higher education levels. The paper suggests that colleges and universities lay more emphasis on quality education, which is best tuned to their students’ future needs and wants.

In the paper, the development of college English teaching and testing in China in the past two decades will be reviewed focusing on the promulgation and implementation of the National College English Teaching Syllabuses since the 1980s and the launch of the National College English Test (CET) in the late 1980s. The second part of the paper focuses on the achievements made and problems encountered in the development of college English teaching and testing. The English proficiency of college students in China will be presented by referring to the CET Syllabus. Examples of students’ performance in the CET will be given to illustrate their communicative competence. The imbalanced development of the English proficiency of college students across the country will also be discussed and possible explanations given for the discrepancy. The paper will then move on to a discussion on the impact of language testing on teaching with special reference to the washback of the CET on college English teaching in China. Both beneficial and detrimental effects of the CET on teaching and learning will be presented and the social consequences of the large-scale standardized test will be discussed in some detail. The paper ends with a brief introduction to the recent reform of the college English teaching and testing in China.