The purpose of this study is to explore the development of college English education in Korea and to suggest effective English pedagogy in Korean universities by using activity theory and contradiction. English education in Korean universities had two major transitions. The first transition was a shift from the L2 reading and grammar-oriented curriculum to the L2 speaking-oriented curriculum, and the second transition was a movement from the L2 speaking-oriented curriculum to the L2 immersion program. Within the university system in Korea, English pedagogy had contradictions which hampered the progress of students’ overall English proficiency. Primary and secondary contradictions were generally resolved as English pedagogy in Korean universities developed, but students were required to have a higher English proficiency in this era of globalization. To solve this tertiary contradiction, several university authorities created international zones where all lectures were delivered in English. While this English immersion program is very effective, it has difficulty in delving into the learning process and psychological state of each L2 learner. To solve this new/quaternary contradiction, another activity theory-based English pedagogy is suggested.