대학의 수준별 영어 수업에 대한 연구

A study on differentiated English classes in college.

This paper presents how Korean EFL college students perceive differentiated English classes offered in college, and how their perceptions differ according to their level of English proficiency. It also examined the students’ improvement in the differentiated classes, and their relationship among their perceptions and improvement. In addition, the study seeks to identify the most significant factor affecting the satisfaction and the perceived effectiveness of such classes. The participants were 141 students from three different levels of classes, i.e., with 50 from advanced classes, 48 from intermediate classes, and 43 from elementary classes. The participants answered questionnaires. The scores of placement and achievement tests were analyzed to examine the student’s improvement in differentiated classes. The results revealed that the participants had positive attitudes toward differentiated classes, in general, in the order of elementary level of students followed by advanced level and intermediate level of students. However, regardless of their perceptions and their level of English, all the participants showed gain in TOEIC scores, with the highest gain found in elementary classes. The appropriateness of the difficulty level in differentiated classes was found to be the most significant factor affecting both the satisfaction and the perceived effectiveness of such classes. Implications and limitations are discussed.