부산대학교 도서관

It is a worthy effort that EBS KSAT preparation lectures that began in April 2004, mainly designed for college applicants, with the aim of cutting down on private tutoring, provide students from rural communities and low-income brackets with equal opportunity, improve on the real classroom, and allow any student to have access to quality lectures. The goals of this research are: 1) to investigate the use of EBS KSAT preparation lectures for English, based on grade in scholastic achievement after categorizing by grade the results of the mock KSAT examination implemented this March for high-school seniors in Incheon; 2) to assess the level of improvement on the English proficiency scores of the mock KSAT examination, in accordance with the amount of exposure (duration of views, weekly number of viewing hours, weekly number of views) to EBS KSAT preparation lectures. The research also tries to check on the efficiency and demerits that students, by grade in scholastic achievement, feel about EBS KSAT preparation lectures, and to explore possible remedies to any detected problems. The results of a questionnaire carried out for the research are as follows: First, the research has found that while it was clear that most students across all grades in scholastic achievement were aware of the fact that the content of EBS KSAT preparation lectures would be inserted into a real KSAT, the level of exposure to the TV program was not high. Research findings show that the medium- and high-level students, in particular, produced generally lower rates in the number of viewing hours, the number of views, and duration, compared with the response from low-level students. Second, the research shows that most students across all grades in scholastic achievement experienced efficiency in learning in the areas of grammar and reading comprehension, under the questionnaire category of 'Satisfactory and Effective Sections' realized by EBS KSAT preparation lectures; hence, the analysis proves that the high level of mock test achievement in grammar and reading comprehension is very positively indicative of the effect of EBS KSAT preparation lectures. Third, the results of the investigation into the improvement on exam scores, by grade in scholastic achievement, after viewing EBS KSAT preparation lectures, did not produce any positive correlation. The findings of the research indicate several points of change for English teaching and learning. First, it is necessary for schools and parents to expand promotion and recommendation of EBS KSAT preparation lectures, considering the generally low ratings of view across all grades in scholastic achievement. Second, EBS KSAT preparation lectures need to be diversified by level and stage of learning. As for the lower ratings of view among medium and high-level students, it is urgent that lectures specially suited for medium and high-level students be developed. Third, it appears necessary for EBS KSAT preparation lectures to allocate a balanced amount of time for different sections of the subject. The lectures need to help students experience improvement in English for general purposes. Fourth, it is recommended that EBS KSAT preparation lectures develop their unique characteristics in order to revitalize and expand the viewership. As it is clear from the level of score improvement related to the amount of exposure to the lectures, the amount of exposure did not render significant results in correlation with scholastic improvement. Thus, there appeared higher ratings of students who resorted to private tutoring. To prevent this phenomenon, EBS KSAT preparation lectures need to hire quality teachers and diversify thoroughly teaching and learning methods by level, to create their own area of specialization.