The effectiveness on the elementary school English education improvement policy: Investigating perceptions of students and parents

Abstract

Based on the elementary school English education policy implemented in schools since 2019, English programs have been in operation, including basic English classes, English camps, online English classes, student English clubs, and TaLK native teachers’ classes. In order to investigate the effectiveness of the English education policy, the study conducted a survey on 2,030 elementary school students, and 1,817 parents. The analysis of the effectiveness of the program operation included the alleviation of the gap in English education, the reduction of private education costs, the development of interests in English learning, and the improvement of English skills. According to results, students and parents responded positively to the effectiveness of the program operation. Students’ responses suggested that the programs were effective for ‘improving English learning motivation.’ Parents perceived that the programs were effective in increasing self-confidence and enhancing interest for students rather than reducing the dependency on private education. From the findings, the study provides suggestions to further strengthen the program to improve elementary English education in schools.