A Study on a Short-term English Immersion Program for Middle School Students

Abstract

In order to overcome the restriction that the Korean English education system has, English camps for students have been proposed by the Korean Education system as a solution for improving Korean student’s English ability. The purpose of this research is to analyze the characteristics of a shortterm English Immersion program during a middle school English camp. This study was conducted at an Institute in Chungnam, during a short-term English camp for middle school students, including dormitory residency. My research focused on three different sections: Firstly, the TBL classes that are taught just by a native teacher. Secondly, EEC activities which are co-teaching classes that are taught by a Korean teacher and a native teacher. Thirdly, communicative activities are carried out by all students and every teacher. Communicative activities include ice breakers, performance, Olympic, fun farewell and journal writing. But I have some questions about this. The questions asked were: What do students feel most comfortable with among three different situations? Do they have some changes with themselves? With these questions in mind, my study will progress so as to analyze this program. Over a period of four days, students encounter three different kinds of learning situations as I’ve mentioned. Students who take part in this Immersion program are from different kinds of schools. At first, they feel nervous and embarrassed with many native teachers and their challenge of having to speak English. But at the end of the camp, students are all satisfied with this program. Their anxieties are decreased and their motivation to study English is increased. Contrary to our expectations, when students encounter native teachers without a Korean teacher, students feel confident as well. As an alternative of EFL English education, this immersion camp should be strongly recommended.