In the present study, we have studied effective utilization of a digital pen under web-based education. As for educational environment, we assume blended learning of remedial education that covers face to face learning in the lecture and web-based learning using the digital pen in the homework. To support our web-based learning, we have constructed web-based learning management system to cover the statistical information for the usage of the digital pen. Through a case study, we have confirmed the effectiveness of learning management information obtained from the digital pen.

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The purpose of this study is to investigate whether teachers' cooperation can bring considerable effects on remedial English classes at Japanese college. The result is considered both from teachers' and students' sides. Two teachers who share the same class cooperated and had 13 one-hour meetings once per week during one semester. Teachers recognized from this research four aspects of the effect of teachers' cooperation, that is, faculty development, teachers' mutual understanding and trustful relationship, setting and recognition of common goals, and multiple views for solving students' problems. The research also revealed two aspects of the effect on students' learning, such as active communication with teachers as well as among themselves and acquisition of English usage through repetitive practicing. Teachers' cooperation is thus effective in enhancing teacher's skill and improving educational environment in which students can develop their learning ability. In the future, we would like to expand teachers' cooperation from a smallest unit between two teachers to a larger unit among all the faculties in the English department, or with the other departments, to the extent that involves the whole college faculties and staffs.

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The CAI software was proposed for false beginners of English, low proficiency adults at university despite six years of formal English courses at junior and senior high schools. The main difficulty shared by such learners lies in the lexical processing of an aurally presented word to understand its meaning and spelling, which is the first step of language acquisition. The authors developed the card-game-type software, which provides information through multiple perceptual modalities, to help such learners recognize the English words. The software includes three levels of learning: from the first level with three modalities of the word; sound, picture and spelling, to the third level with only sound. Thirty-four university students used the software for approximately fifteen minutes in each English class for nine weeks. The results of the game histories and the dictation tests before and after the training suggests that the software is potentially effective in improving learners' automatic processing of single words.

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Saga University has started the class of a full e-Learning with the VOD (Video On Demand) since 2002, and has obtained high evaluations from both the inside and the outside. Based on this achievement, Blended Learning of combining e-Learning with the face-to-face class has been introduced, and we have examined the effective educational techniques using e-Learning. In addition, the attempt to make the best use of this technique for English Language Education at the first year has been done in the recent years. This paper reports on the teaching materials made for e-Learning, and the results of the class.

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This report aims to clarify the essential character of the program of "Japanese Literacy" in terms of its educational practice and organization. "Japanese Literacy", designed and managed by Center for Enhancement of Teaching and Learning (CETL) at Kyoto Seika University, is intended to help students cultivate their total ability to "think". The purpose of this program is to provide practical support for students to enhance their skills of "reading and writing", encouraging their engagement in "thinking", and thus to train them to be active learners. It is the practice of active interaction among lecturers, tutors and individual students, which concretizes the "learner-centered" orientation of this program, that is considered to be the hallmark of "Japanese Literacy". It is, then, CETL that supports this practice on the organizational level. What CETL undertakes to realize is the productive collaboration between the teaching staff (i.e., lecturers and tutors) and the staff of CETL, in the direction of attaining the goal of bringing up active learners. Such collaboration exemplifies the vital significance of "Organizational Development" in educational practice. The program of "Japanese Literacy" at Kyoto Seika University makes numerous suggestions concerning the way in which undergraduate education can, and should be in the future.

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In this paper, the author presents an English teaching method utilizing comparative linguistic analyses of English and Japanese. He argues that if there is little or no linguistic proximity between the target language and the learner's native language as in English and Japanese, the learner often finds it difficult to inductively understand the target language because s/he cannot utilize the linguistic knowledge of her/his native language. He further argues that in case of Japanese-speaking students learning English, especially in a remedial setting, it is beneficial for the teacher to explain linguistic concepts by comparing them with the Japanese language. The author demonstrates this approach by exemplifying two cases in phonetics/phonology and syntax.

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