English Proficiency Requirement for Improving Global Real Estate Business Program

Abstract

This paper looks at both the felt (present situation) and perceived needs (target situation) English communication needs of Korean university students enrolled in the Global Real Estate Business program which uses English only as medium of instruction. Data was gathered using 8-item questionnaire composed of scales, checklists, and open-ended questions. Statistical and interpretive approaches were used to analyze the profile of the respondents, identify the both the present situation and target situation English communication needs of the students to inform possible program evaluation. Based on the study conducted, it was found that of the four communication skills in English, the respondents consider ‘listening’ as the most used, most practiced, most important, but most difficult. This study is important for the Global Real Estate Business Program teachers to consider, so that they can device ways on how listening comprehension can be improved. Also, the list of Global real estate business related skills and vocabulary focus will inform the teachers of which to emphasize and focus so that their classes will be able to better address what actual communication needs their learners feel are most important. In the future, it will continue to be necessary to manage practical global real estate business programs while continuously improving basic English skills, focusing on listening, to enable students to perform classes taught only in English.