A Comparative Analysis of EFL Students' Needs and Evaluation of English Curriculum: A Case Study from Korea

Autor/inn/en	Hwang, Haerim; Kim, Hyunwoo
Titel	A Comparative Analysis of EFL Students' Needs and Evaluation of English Curriculum: A Case Study from Korea
Quelle	In: English Teaching, 74 (2019) 4, S.3-28 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Student Needs; Comparative Analysis; Second Language Instruction; Second Language Learning; English (Second Language); Curriculum Development; Instructional Effectiveness; National Curriculum; Elementary School Students; High School Students; Student Attitudes; Time Management; Goal Orientation; Student Surveys; Case Studies; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Zeitmanagement; Zielorientierung; Zielvorstellung; Schülerbefragung; Case study; Fallstudie; Case Study; Ausland; Korea; Republik
Abstract	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. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01