Abstract
English remedial education has become an important issue in the field of English as a second language, as approximately 80% and 60% of state and private universities, respectively, are currently conducting remedial education. However, since most universities do not have specific goals, curriculums, or methods, there is no sense of unity among these crucial ingredients of education, allowing individual teachers to do what they believe important for students to learn. Some teach basic grammar believing this is the basis of English ability while others focus more on communicative English in order to show the interesting aspects of English learning to unmotivated learners. To reveal the current state of English remedial education, the authors have conducted a preliminary study targeting teachers on their goals, activities, difficulties, and beliefs in relation to English remedial education. Findings show that many teachers focus on basic grammar and vocabulary believing learners must at least understand junior high school level English, and that some teachers feel the need for a well-planned curriculum with specific goals, plans, and activities to lead learners through a unified, focused path to improve their English.
