Reforming English as a Second Language into English Information Literacy Curriculum (Case of China Universities)

Introduction. The curriculum of General English in universities in China have been designed and conducted as a foreign language. However, the unsatisfactory learning outcomes urge a thorough examination of the curricular nature and an innovative curricular design. The nature of General English is evaluated with an innovative framework of assessment. This article aims to demonstrate the necessity of converting General English course for undergraduates in China into English Information Literacy Curriculum. Materials and Methods. The conventional General English course is evaluated in accordance with the framework of language curriculum design by I.S.P. Nation and J. Macalister, in the aspects of environment, learners’ needs, course principles, goals, sequence and content, lesson format, and assessment procedures. With the method of deduction, English Information Literacy Curriculum is proposed to complement the defects of General English. Results. The data of learners’ achievements consolidate the necessity of reforming General English as a second language course. Inaccuracy in defining curricular nature is revealed by the inadequate goals of competency for learners, the irrational multi-disciplinary pedagogical framework, the inefficient design of a systematic curriculum, and the ineffective blended teaching method. Discussion and Conclusion. The significance of this article lies in the innovative curriculum evaluation system. It is recommended that General English should be reformed into a systematic information literacy curriculum in English, and English should be taught as a second language rather than as a foreign language. This study provides a new perspective for researchers in the field of foreign language pedagogy and curriculum developers of general English in universities.