グローバル化がますます進行する世界の中で、特に国際貿易やビジネスにおいて、英語は異文化間のコミュニケーションを促進する国際的な言語となった。マレーシアは2020年までに完全な先進国になるために尽力している一方、国際化という荒波の中で生き残るため、マレーシア人の英語能力を向上させることが不可欠である。多民族国家として、英語はマレーシアにおいて二番目に重要な言語となっており、英語力の向上はあらゆる教育レベルにて奨励されている。数十年の間、マレーシア政府は国民の英語水準を改善するため、英語教育のカリキュラムや政策において、いくつもの改革を行ってきた。たとえば、高難易度の公的英語試験を導入したり、中等教育の英語のシラバスに英文学を導入したり、予備課程の大学生たちにMUET(マレーシアの大学レベルの英語能力試験)を導入したり、高等教育に選択科目として英語で学ぶ科学技術科目を導入したりしている。英語能力を高めるための努力は見て分かるとおり豊富だが、これらの取り組みだけで,現代社会の要求に十分対応できていると果たして言えるのだろうか。筆者らは、今までのマレーシアにおける言語政策や英語教育過程の変遷を振り返り,マレーシアにおける英語教育と教育課程をさらに改善するための試案を検討した。英語の学習教材を通じて学生たちを異文化に触れさせ、文法にだけ注目するという従来の教授法を見直し、英語教室と科学技術が融合した新たな英語教育カリキュラムを開発する必要があると筆者らは考える。政策立案者や教育家に現在の英語カリキュラムを細部まで検討し、現在のマレーシアにおける教育に適合した英語教育課程を築くために必要とされる変更を行うよう、筆者らは主張する。

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Four questions about language education programs for globalization were asked to university Japanese foreign language teachers, 1) What do you think of the differences between internationalization and globalization? 2) What features of your teaching program help students improve their awareness toward globalization? 3) What do you think of teaching liberal arts in your language programs? 4) If you teach only English in your foreign language education programs to your students, they may have only English values. What do you think of this opinion? Fifty-one teachers responded. The answers were analyzed qualitatively. As for # 1 many teachers answered they felt a wider sense when they saw globalization than internationalization. As for #2, sending students to foreign countries to study a language was a popular way. As for #3, many teachers thought teaching liberal arts was important. As for #4, many answered that English was an international communication tool.

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The Central Council for Education (within MEXT) issued a 2008 report calling for courses that led to targeted learning. The author conducted classes that implemented an e-learning system (HIPLUS), and investigated the resulting student learning. As a result, it was discovered that approximately 30% of students failed to meet expected standards. Those students underwent targeted review, and were then divided into three groups: (1) those who passed after the first resubmission of work, (2) those who passed after several resubmissions, and (3) those who were unable to pass. Of those students in group (1), most were able to pass after whole-class instruction. Students in group (2) who repeatedly failed were more likely to pass after individual tutoring. Those in group (3) probably required individual tutoring, but did not seek such help. The content of the course used in this study was fairly simple, but it was nonetheless quite difficult to ensure learning by all students.

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In our medical college, to take the national examination of clinical engineer, we tried to connect the pre-admission education and the introductory education as a developmental education of 4 subjects in science and mathematics. The pre-admission education using an educational material was carried out. In the introductory education in the first semester of the first year after the placement test, the effect of this education was analyzed by using standardized test scores. We compared the standardized test scores of the examination in the first semester and the placement test. Questionnaires about the 5 attempts of the introductory education had been shown in as positive data to improve the understanding.

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The author taught a class of university juniors with different levels of English proficiency. In the class, students with low English proficiency showed no interest in learning English because they felt that the level taught was too advanced. They were, therefore, demotivated to learn English and did not participate in class. To induce active class participation among such students, the author offered speech training sessions. It was estimated that the training would be useful, irrespective of the students' levels of English proficiency, for all those who were not accustomed to speaking in English in public. As a result of the training conducted over a course of four sessions, students realized that their ability to speak English improved and their self-efficacy significantly enhanced.

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