A Study on the Implementation of University English Extracurricular Programs and Student Perceptions

This study examined the role of English extracurricular education in the context of university general education by analyzing the goals, implementation, student perceptions, satisfaction factors, and areas for improvement of English extracurricular programs offered at University A over five semesters (Spring 2023-Spring 2025). The programs were organized into four types: writing, presentation, test preparation, and career preparation. Among 673 applicants, 393 students completed a program, and responses from 190 participants to a course satisfaction survey served as the basis for both quantitative and qualitative analyses. The findings showed that writing programs linked to curricular courses and test preparation programs achieved relatively high completion and satisfaction rates, and the presentation program effectively addressed the practical needs of graduate students. In contrast, career preparation programs demonstrated low completion rates despite their relevance to students’ career goals, indicating the need for improvements in program design and implementation. Students identified appropriate instructor guidance and feedback as the key factors contributing to satisfaction, whereas insufficient learning materials and limited student participation and interaction were identified as major areas for improvement. These findings suggest that English extracurricular programs function as a complement to curricular instruction and that participation and educational effectiveness are more stably supported when student needs and institutional incentives operate in combination. Furthermore, the programs were associated with students’ positive perceptions of improvement in English ability and the development of global competence, underscoring their educational significance for universities seeking complementary strategies for curricular-extracurricular alignment.