A Study on College Students' English Learning Experiences Based on Their High School Credit System Exposure

This study aims to examine the English learning experiences and motivations of two groups of college students: those who experienced the High School Credit System (HSCS) and those who did not. To achieve the research goal, a survey was conducted on 113 subjects (24 students with HSCS experience and 89 students without), and in-depth interviews were conducted with four students with HSCS experience. The findings revealed that college students who have experienced the HSCS showed relatively low understanding of the purpose of implementing the HSCS. However, there was no statistically significant difference between the two groups in terms of high school English learning experiences and attitudes. Participants across both groups rated their English learning experience at university higher than that at high school, which showed a statistically significant difference. Furthermore, regardless of HSCS experience, participants expressed an expectation to improve their English skills and recognized the importance of English proficiency. This study suggests that follow-up research is needed on various educational programs to help college English learners improve their English skills and motivation in universities. (Daejeon University)