. Introduction ⅠOver the years, it has been argued among academic circles that academic performance of students taking teaching-in-English class might be lower than those enrolling in teaching-in-Korean class. The underlying assumption behind this argument is that English is an inferior means of teaching between Korean professors and Korean students. Although this is a very interesting and popular argument, no study has yet been published to clarify it. This paper seeks to contribute an understanding of this argument.The objective of this paper is to examine validity of the popular argument that the academic performance of students taking a class in English would be lower than those taking the same course in Korean under ceteris paribus environment.The remainder of the paper is organized as follows. Section II discusses the literature review. AbstractIn recent years, there has been an argument that the academic performance of college students taught in English might be lower than those exposed in Korean under ceteris paribus environment. This paper examined the validity of this argument against the effectiveness of teaching-in-English, using student data from investment courses at a leading national university in Busan. Of a total of 165 students, 77 students took the teaching-in-Korean class (cohort A), whereas 88 students registered for the teaching-in-English class (cohort B). The findings did not support the popular argument. There was no significant difference in academic performance between student cohort A and student cohort B.
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