In the beginning of the school year 2015, an e-learning system was introduced by the authors into a class named “Japanese Literacy” in Ehime University Senior High School. This class was designed as an inclusive program of the subject “Career Planning”for second-grade students. It was set up in 2009 in order to reinforce collaborative connections between the upper secondary and tertiary education sectors. The purpose of this paper on educational practice research is to report that the students’ awareness of improvement in their Japanese proficiency and a positive attitude toward further enhancement were verified to a certain degree after the introduction of the e-learning system.

When assigning reports in a “Japanese Linguistics” liberal arts course, the author explains and demonstrates to students the format of a thesis paper and instructs them to write reports according to this format. It was found that 12.1% of reports submitted in 2007 lacked thesis-paper structure and were similar to essays. The author hypothesized that those students who were able to properly write a problem proposal as a result of instruction conducted in 2007 would be able to write reports with structures similar to thesis papers. Therefore, in instruction from 2008 to 2010, the author limited all students to a single problem proposal and had them write reports. In 2008, 6.7% of reports lacked an adequate thesis-paper structure. In 2009, the percentage dropped to 6.5%, and to 5.7% in 2010. In order to confirm that this decrease did not occur by chance, the changes in percentages were tested by normal distribution. Comparing 2007 and 2008, the test statistic was Z≒1.79. For 2007 and 2009, it was Z≒2.01. For 2007 and 2010, it was Z≒2.32. In all cases, the values exceeded the one-tailed 5% test index of 1.65 and did not exceed the one-tailed 1% test index of 2.33. Therefore, we can roughly characterize the effects by saying that the percentage of reports lacking structure decreased as a result of the author’s instructional approach.

The devices for video production have recently become more compact and simplified. School students have more opportunities to make short movies for educational purposes than before. The educational effects obtained from cineliteracy are divided into two types: strategic understanding of movies (reading the screen) and practical skill development based on movie production (writing the screen). In this practice, we had a filmmaking program for citizens with the cooperation of the university and the community. Students seeking a career in the film business and media-related courses could learn how to solve problems, do collaborative learning and have regional cooperation in their informal learning environment off-campus. Throughout the program, they gained communication skills, requirements for a degree and work-related-experiences. As a result, they have obtained rich practical knowledge.