A Longitudinal Case Study of a Student-Designed General English Course in Higher Education

Abstract

This study longitudinally examined Self-Designed English at Kyungil University over six semesters, in which students proposed learning topics and directions based on their English learning needs. Data included attendance and assessment records, course documents, and written responses from all instructors, analyzed using descriptive statistics, document analysis, and thematic analysis. A total of 320 enrollment records from 282 students showed that diverse learning purposes, including test preparation, career-related English, language skills, and practical communication, coexisted as the program expanded. Students’ choice of learning topics did not necessarily correspond to self-management of their learning, and most cases of non-completion were related to attendance requirements. Instructors adapted students’ needs into appropriate learning content and supported participation through LMS-based and face-to-face instruction. Repeated implementation also revealed challenges in individualized learning management, scheduling, and material development. The findings suggest that learner choice becomes an actionable learning process through pedagogical support and that learner-centered general English education can extend beyond classroom choice to participation in curriculum formation.