A Quantitative and Qualitative Research on the Relationship between Languages of Instruction and Students' English Ability

Abstract

Languages of Instruction and audiovisual materials serve as input for learners in the classroom. Languages of instruction are indispensable for learners even if teachers do without audiovisual materials in class, therefore they particularly play an important role in the process of the learners' acquisition of a second or foreign language. The problem is that many Japanese teachers of English use not English but Japanese as the main language of instruction. In this research, after surveying the amount and functions of English and Japanese used by teachers and students in class, some effect of the use of English on the students' abilities of English was studied in proficiency tests and interview tests for one year. As a result, the students who were taught English through English had a higher ability to communicate in English than those who were taught through Japanese, though a significant difference was not recognized between the former and the latter in proficiency tests. In addition, the former had a higher motivation to learn English than the latter. This research suggests that teachers should make greater efforts to use English and develop effective methodologies on using the target language and the first language in class.