MEETING JAPANESE UNIVERSITY STUDENTS’ LANGUAGE NEEDS: A QUALITATIVE EVALUATION OF THE ENGLISH CURRICULUM’S TEACHING COMPONENT.

Abstract

Abstract

This paper presents and discusses the findings of the first evaluation conducted to the teaching component of a recently revised English language curriculum in an international Japanese university, which conducts bilingual education for Japanese and international students. The paper has examined: 1) how the teaching component of the English language curriculum meets the students’ academic needs; and 2) what has been the response of students and teachers throughout the first year of implementation of the revised curriculum. The findings show results focusing on the reading, writing and vocabulary skills of this component of the curriculum. These have been gathered and analyzed through case study design using the curriculum evaluation framework. In-depth semi-structured and open-ended interviews were conducted to students and teachers. The author also conducted class observations of the skills that are object of analysis. This qualitative formative evaluation, with some aspects of summative evaluation, is expected to serve as preliminary judgement of the programme’s effectiveness throughout its first year. The results show the impact that the vocabulary skill is having on students’ reading and writing skills. The new curriculum has been effective in fostering self-learning skills; and class attendance has increased considerably. The findings and discussion made for each of the curriculum components throughout this year are expected to contribute to the collection of necessary data for future changes and adaptations as the graduate needs change together with the society.