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English Learning Environment Effective for First Year StudentsMinako Nishiura

Graduate School of Library, Information & Media Studies, University of Tsukuba, Japan

Various facilities have been created, designed, and implemented to support students’

English learning and to improve their English proficiency at many universities in Japan, such as;

University Library Learning Commons Global Commonsprovides learning spaces focusing on

learning support services by using

library materials (Reference services,

information literacy education, etc.)

is “co-creation space” where the students

can intellectually mature by inspiring each

other, facilitating everyday social activities

necessary for mutual communication

such as discussions and presentations.

is multilingual and multicultural symbiotic

space, facilitating a variety of activities such

as intercultural events involving speaking

foreign languages, especially in English.

6%

6%

6%

8%

8%

17%

28%

22%

3%

6%

6%

3%

14%

11%

14%

33%

11%

6%

14%

6%

14%

11%

19%

14%

17%

3%

17%

8%

8%

8%

8%

8%

14%

6%

19%

3%

11%

11%

6%

17%

8%

3%

14%

11%

17%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

Somebody who can consult with

Spaces for speaking practice

Available PCs

Sufficient materials

People studying around

Desks and chairs suitable for study

Comfortable air-conditioning

Private spaces

Quiet

Being able to concentrate

First (n=36) Second (n=36) Third (n=36) Forth (n=36) Fifth (n=36)

Fig 2. Elements Desired by the Students for English Learning Environment (Freshmen)

0% 0%3% 3%

0%3%

0%3%

6%8%

0%

53%

19%

8%

0%

6%3%

19%

25%

14%

22%

8%

14%17%17%

14%11%

8%11% 11%

64%

78%

11%

22%

75%

42%

72%

47%

92%89%

47%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Composition ReadingComprehension

Conversation,presentation

Listening Exercise or practicetests

Vocabulary,grammars

Other (n=36) Train, bus, car (n=36) Cafés, restaurants (n=36) Global Commons (n=36)

Learning Commons (n=36) University Library (n=36) Your own room (n=36)

Fig 1. Places Effective for Each English Learning (Freshmen)

Where do the students study

English? And do they find the place

effective for English learning?

* The respondents are asked to select 5 elements out of 11 from the most strongly desired to the least.

concern.

The government has issued several white papers, such as :

“The Action Plan for ‘Cultivating Japanese PeopleWho Can Use English’” in 2003

- “to be able to communicate in English after graduating

from a junior high school or a high school”

- “to be able to use English at work after graduating

from a university”

“Five proposals and specific measures fordeveloping proficiency in English for internationalcommunication” in 2011

- stressing “the importance of continuous consistent

English education throughout the elementary school,

junior high school, and high school”

According to Honjo, “Japanese test-takers ranked 40th of

48 countries in 2013 on their average score on the Test of

English for International Communication (TOEIC),”

scoring “an average of 512 points out of a possible 990,”

and those aged under 20 “scored the lowest with 492.”

As of 2017, Japanese English proficiency is still rated as

“Low Proficiency,” ranking 35th out of 72 countries in

the sixth edition of the English Proficiency Index.

In Japan, English education is a matter of urgent

However, little progress has been witnessed so far.

Background

Method3 questionnaires were used in this study.

The targeted university was a private university in Kyoto,

Japan.

1. Preliminary surveyPeriod: Jan. 2016, last day of fall semester

Participants: 181 students taking compulsory English class

who attended on the last day of the fall semester,

94 freshmen (four classes), 87 sophomores (four classes)

2. Survey A (end of spring semester)Period: July 2016, last day of spring semester

Participants: 133 students taking compulsory English class

who attended on the last day of the spring semester,

42 freshmen (two classes), 91 sophomores (five classes)

3. Survey B (end of fall semester)Period: Jan. 2017, last day of fall semester

Participants: 104 students taking compulsory English class

who attended on the last day of the fall semester,

36 freshmen (two classes), 68 sophomores (five classes)

Results

Figure 2 “Being able to concentrate” was the most selected, followed by

“Quiet,” “Private spaces,” and “Comfortable air-conditioning.”

Among those elements, both “Being able to concentrate” and “Quiet”

tend not to occur in “Your own room,” That is one of the reasons why

“University Library” beats “Your own room” for the types of

learning which require intensive and continuous concentration.

“People studying around” marks more than 40%. It can be said

that the students need a quiet environment with a certain atmosphere

in order to maintain their motivation , and to be able to sense other

people also studying nearby.

Figure 1 “University Library” is a popular place for ”working on English

exercises or practice tests such as TOEIC,” “Reading Comprehension

(extensive & intensive reading)” and “English composition” which

all require a long-term continuous concentration.

“Train, bus, car” is appeared to be effective for “Memorizing

English vocabulary/grammars” because the travel time on the public

transportation gives the students a short and sharp concentration,

according to the comments from the free description section.

Conclusion1. Students distinguish the places they use for several types of

English study, considering not only practical but also

psychological effect.

We should make the freshmen’s English learning more effective by facilitating English learning environment with a careful consideration on the students’ learning styles and psychological system of learning behavior.

“Your own room” is seen to be overwhelmingly popular for

“English listening practice” and “English conversation, pronunciation,

or presentation practice.” The biggest possible reason why Learning Commons” and “Global Commons” were not selected for

sound-making types of learning seemed to be the psychological factor

of feeling shy about speaking out loud in front of others, according to

the comments from the free description section.

2. The ways that students distinguish places for different types of

study do not necessarily match the university’s intended uses and roles for these facilities.

3. The environment that the freshmen find effective for each type

of English study is not likely to change as they go from being freshmen to sophomores.