학습자 다양성을 반영한 ESP 교양영어 성취기반 절대평가 적용 연구

The study about ESP general English achievement-based absolute grading system reflecting learners’ diversities

This study aims to design an achievement-based absolute grading system (hereafter absolute grading system) reflecting learners’ major-affiliated diversities while implementing an ESPbased general required English education program. To enhance college learners’ English performance, Engaged Learning (hereafter, ‘EL’), as defined for this study, was provided to students who took this program, and they successfully achieved its. The program incorporated a textbook that reflected EL principles, along with process-oriented evaluation, peer review, instructor feedback, and autonomous student revision. These methods were designed to encourage learners to actively present problems and issues, while independently seeking out solutions. Consequently, student satisfaction with the program was evaluated after course completion. The findings suggest that the rubric-based achievement evaluation system offer new directions and meet the needs for applying absolute grading in ESP general English education. This grading system and E- based teaching method enabled the learners to enhance their motivation to achieve their goals in the ESP curriculum. However, it is necessary for curriculum developers to conduct further studies reflecting the environment-specific limitations and unique needs of learners with diverse majors in order for this system to be applicable across various academic contexts.