2020 Volume 4 Article ID: 2020-011
The College of Pharmaceutical Sciences of Ritsumeikan University has introduced the Project-based English Program (PEP) to meet one of the educational goals of its diploma policy. English courses, including those in specialized scientific fields, are systematically assigned each year. This study delineates how researchers in the fields of pharmacy and life sciences (researcher teachers) and English teachers can collaborate to develop students’ English skills such that they can organize their research outcomes in highly specialized fields in the form of presentations. The discussion was based on an analysis of the evaluations of the students’ presentations that were performed by researcher teachers, native-speaking English teachers, and business professionals. The results suggested that researcher teachers should provide advice on how students can increase the focus and depth of their research topics, while English teachers should teach students to relate their topics to society when presenting their research outcomes. Through this collaboration, students can further develop their opinions and communication and presentation skills from the viewpoints of “I” (subjective self: their own opinion), “Me” (objective self: clarity of their interest), and “Connection” (connection between their research outcome and society).
