This study aimed to analyze how middle school students perceived major features of the Free Semester Program(FSP) which is the Park Geun-hye government''s representative educational policy. The FSP was first introduced in 2013 and all middle schools should implement it in 2016. The purposes of the FSP are to provide opportunities for middle school students to develop their talents, creativity, problem solving ability, self-directive learning skills and social skills which are the future core competencies(the ministry of education, 2015b).
The purposes of this paper is to find out middle school students'' recognition of English classes during the FSP and differences in the recognition by English competencies of the students. Thus, survey questionnaire was given to 89 students at D middle school in D Metropolitan City. The questionnaire is composed of 28 multiple-choice questions including 5 questions for basic information on students, 6 questions for overall recognition of the FSP, and 17 questions for recognition of English classes during the program, and 4 open-ended questions asking other comments and opinions.
The summarized results of this study are as follows.
First, 67.4 percent of the students said they were given any kind of orientation of the FSP and among them, only 40% said it was helpful in preparing the program. 52.8 percent said they understood the program well and about half the students(50.5%) were satisfied with it.
Second, for the activities performed in English classes, more than half the students found them interesting and 43.7 percent said they helped the students find their talents. However, as there was no examination during the FSP, ‘a decline in the scholastic ability'' was the main concern for the students. Only 33.7 percent said their English improved and 35.9 percent thought an objective evaluation was made. Also 31.5 percent of the students took an active part in classes and adapted well to the new semester.
Third, there were statistically significant differences(p<.05) in perception by students'' English abilities. The differences were shown in the degree of understanding, satisfaction, and interest of the FSP, along with the adequate amount of the student activities in the classes. There was also distinction in how students feel about assessment. More high-level students considered it objective, whereas other levels did not. Also the percentage of the students who took private lessons differed by the levels of English competency.
Recommendations are as follows:
First, teachers need to research on development of programs which are suited to students'' needs and provide students with meaningful information of the FSP prior to its implementation.
Second, to reduce trial and error, teachers need to establish a network allowing education information sharing and improvement of teaching methods for their students.
Third, teachers should be aware of the differences by students'' English competencies, and devise class strategies accordingly.
In so doing, the FSP will be successfully carried out according to its own purposes.