Abstract
This paper reports on what beliefs Oyama Kosen students hold regarding English learning. Their beliefs
were elicited via a discursive approach by investigating metaphors they used in a questionnaire. Metaphors are
supported to reflect students' beliefs about their experiences of learning English. By classifying and examining their
metaphors, what students think about learning English can be revealed. The paper also describes implementations of English ExpressionⅠ, which were designed based on the findings of the students' beliefs.
