[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp. 536-550
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 11 Apr 2021 Revised 13 May 2021 Accepted 25 Jun 2021
DOI: https://doi.org/10.15738/kjell.21..202106.536
Teacher’s Perception on English Curriculum Completion Standards in Korea
Byeoncheon Lee
Researcher, Division of Curriculum & Textbooks, Korea Institute for Curriculum and Evaluation 8, Gyokak-ro, Deuksan-eup, Jincheon-gun, Chungcheongbuk-do, Korea, Tel: 043-931-0522 (bclee@kice.re.kr)
© 2021 KASELL All rights reserved This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

This study explores teachers’ perceptions of curriculum completion standards (CCS) for English subject, including both of attendance rate and a criteria of English subject content completion. A total of 1,059 teachers (elementary school N=602, secondary school N=457) from 17 local provinces participated in this study. For the data collection, stratified random sampling was used as data collection process. For the data analysis, both descriptive statistics and inferential statistics were employed, of which t-tests and chi-square tests were conducted to check for statistical significant difference between the two teacher groups. The results of the current study showed that, though group differences were found in some sub-research questions, teachers in elementary and secondary schools had favorable perceptions on CCS introduction to English subject in Korean educational system.