Abstract
This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates’ English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.
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