Abstract
This research aims to design and conduct a case study of application of a global corporation’s English progrmme to college English presentation classes. It also explores how a global corporation’s English curriculum is implemented inside the university language programme. In order to do that, this study adopted Shin et al.’s(2018) storytelling-based curriculum, Kim’s (2019) action research on a global corporation’s English storytelling programme, and Shin and Kim’s (2019) principles of curriculum-based dynamic assessment. Thirty-two students were joined in the research and taught by the researcher during the autumn semester of 2020 language course. This course consisted of three procedures: pre-test, intervention and post-test. According to participants’ various reactions to classroom activities, each lesson was revised and conducted, including the researcher’s reflections on the curriculum and learners’ feedback on teaching. As a result of post-test, learners’ presentation performance was improved in terms of verbal/non-verbal presentation skills and English speaking confidence, compared to the pre-test result. It was found that the use of a global corporation’s English curriculum may be effective in learner-centered teaching and learning. It is suggested that there is a need for investigating more teachable, assessable and manageable procedures and guidelines to apply to university English courses.
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