earticle

영어

The purpose of this study is to investigate high school English teachers’ perceptions of the four core competencies in the 2015 Revised National English Curriculum: English communication, self-management, community, and knowledge information processing. The study examined how teachers prioritized the competencies, integrated them into instruction, and perceived students’ competency development. It also explored teachers’ views on the exclusion of creative thinking and aesthetic sensitivity competencies from the English curriculum. Forty teachers participated in a survey, and the collected data were analyzed quantitatively and qualitatively. Results showed that teachers prioritized English communication and knowledge information processing over other competencies both in perceived importance and classroom implementation. Although English communication was highly valued, teachers perceived greater student improvement in knowledge information processing. Regarding creative thinking and aesthetic sensitivity competencies, opinions were divided; some questioned their relevance to English education, whereas others recognized their increasing importance. These findings suggest that successful implementation of competency-based curriculum requires improvements in teacher training, policy support, and revised evaluation systems.