The purpose of this study is to explore the applicability of goal-setting theory to language learning and testing. The author investigates an existing English education curriculum to suggest the empirical implications of the high-performance cycle model developed in industrial and organizational psychology. The sample English education program, implemented in a national science university in Tokyo, requires all students to achieve a score of 600 or above on the TOEIC® Listening & Reading test as a condition to advance to the senior year. The study suggests possible mechanisms underlying student effort and achievement, including loss avoidance as an important motivating factor and the effect of test-preparation classes on self-efficacy.

This paper provides the overview idea of “internship” in Japan. It also explains the background and details of the “Overseas Internship Program” offered at College of Information Science and Engineering, Ritsumeikan University. The author evaluated the “Overseas Internship Program” by looking at the program from different perspectives. The paper concludes with a suggestion that the “Overseas Internship Program” is beneficial for the participants in becoming global-minded IT human resources.

Osaka University has implemented a practical internship called the Coupling Internship (CIS) since 2015 supported by the Japanese Ministry of Education, Culture, Sports, Science and Technology. CIS is conducted with mixed participants from Osaka University and overseas universities from both humanities and engineering majors. During the 2-week-long group internship at a Japanese manufacturing firm, students with diverse backgrounds work together to propose findings and solutions to the firm’s problems. This unique teamwork among mixed-background students provides variouslessons for the participants. This pa per attempts to compare the recognition of humanities and engineering students toward their roles and learning through the CIS activities based on the responses of a Post-Questionnaire conducted at the completion of the program. The results show that the roles played between humanities andengineering students during teamwork differ, and learning tends to differ between the two. Also, from this comparative study, it is found that humanities and engineering students learn different strengths in each other which helps them to recognize what factors need to be improved regarding their own abilities.