Abstract
This study undertakes a comprehensive analysis of the elementary English curricula
 in Korea since the implementation of elementary English education in 1997. The
 research examines the transformations that have occurred in the curriculum’s 1) nature
 and objectives, 2) content system and achievement standards, and 3) teaching-learning
 methods and assessment aspects across six revisions. Employing a systematic literature
 review methodology, the study scrutinizes the six curricula to shed light on the changes
 that have transpired. Despite several revisions, the fundamental nature and objectives
 of elementary English education continue to emphasize the significance of early English
 education in cultivating students’ interest and confidence in learning English. Different
 configurations were found for the content system. The teaching-learning methods and
 assessment standards were simplified, and their objectives were changed from being
 organized by individual grades to being organized by grade groups. Consequently,
 achievement standards also tended to decrease quantitatively. This paper also discusses
 the implications of these curriculum changes for English education in Korea.
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