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.
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.
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.
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.