Influence by EAS of 2007 Summer: Deakin...

Influence by EAS of 2007 Summer 1

Running Head: INFLUENCE BY EAS OF 2007 SUMMER

Influence by EAS of 2007 Summer: Deakin University

Mika Iwamoto

A graduation thesis submitted to the International Communication Course,

Department of English & International Interdisciplinary Studies,

Osaka Jogakuin College,

in partial fulfillment for degree requirements.

Advisor: Dr. S. R. Johnston


Abstract

The purpose of this paper is to know about OJC students who participated in

English Academic Study (EAS) and how it changed their understanding of other

cultures and their thinking about English study. Participants of this paper were

seven OJC students. From the end of August 22 to September 23 in 2007, they

participated in EAS with me.

The purpose of EAS was to improve TOEIC scores. However, students had

different purposes and expectations. From the result, although it is difficult to say

TOEIC score was influenced by EAS, students could touch other cultures and

they improved some English skills like listening and speaking. Thus, we can say

this program was a good experience to understand other cultures and improve

English skills.

抄録

このリサーチペーパーの目的は、English Academic Study(EAS)により他国の文

化の理解と英語学習の考え方についてどのように変化したかを知ることです。このリ

サーチペーパーの調査の対象者は、2007 年の 8 月 22 日から 9 月 23 日までの間、私

と共に EAS に参加した学生の皆さんです。

EAS の目的は、TOEIC のスコアの改善でした。しかしながら、学生たちはそれ

ぞれに異なる目的と期待を持っていました。TOEIC スコアの変化が EAS の影響であ

ると断言することは難しいですが、生徒たちは他国の文化に触れ、リスニングやスピ

ーキングといった英語のスキルを改善できました。つまり、このプログラムは他国の

文化の理解や英語のスキル改善のための良い経験になったと言うことができます。


Introduction

Osaka Jogakuin College (OJC) has some programs for studying oversea.

There is semester abroad, field work, and English Academic Study (EAS). A lot of

students hope to study abroad by using these programs. Especially, EAS program

is one of the good programs for English study. Every February and August, there

are EAS programs in Osaka Jogakuin College. This program is one of study

abroad with home stay for about four or five weeks. The purpose of this program is

to improve TOEIC score. TOEIC means Test of English for International

Communication. TOEIC is universal test to evaluate communication skills widely.

It is practiced in about 90 countries. We can know our English level as world basic

by TOEIC (ETS, 2008). However, we can learn not only TOEIC skills, but also

culture and language skills through this program.

In 2008, students could choose two countries: one is New Zealand in February,

another is Australia in August. I wanted to go abroad and experience home stay.

Moreover, I tried to study English or other culture through this program. That is

why I participated in August program with 23 students.

The program was done through August 22 to September 23 and every student

studied at Deakin University. The students at OJC who have lower than 600

TOEIC score have the right going to EAS. In this research, I will examine what

students think they learned during the program.

Literature Review

To understand OJC students and their views about studying overseas, it

is important to know the literature on immersion, intercultural communication,

and English education in Japan.


Immersion in Different Cultures

According to Kondo (1981), the pattern of reaction of culture shock is different

by age, character, and experience. Moreover, there are Japanese features in

culture shock. Especially, it is thought that self culture principal, specific

communication patterns and human relationships are important. Japanese

people tend to think their culture is important and find it difficult to accept other

cultures because they withdraw into their own world (p. 3).

Students experienced similar situations like this by visiting other countries.

Cornwell (2002) and Johnston (2006) explain about situations in which students

feel trouble in other countries using the words “culture bumps” and “cultural

plunges”. Culture bumps are that “something happens that causes you to wonder

what just happened” (p. 254). Cultural plunges are cultural immersion

“conductive to students rethinking stereotypes” (p. 238). This time, “culture

bumps” can help explain the OJC students‟ experiences.

Intercultural Communication and English Study

According to Torikai (1996), one difficulty of understanding of cross cultural

communication is difference of thinking of “words” between Japanese and other

countries. There are differences of quantity of words and how to use silence.

Torikai says that all foreigners are “the culture fighting to make a good use of

words” and Japanese are “the culture thinking that silence is beautiful” (p. 31).

For example, when a foreigner and Japanese communicate in English, the

foreigner often speaks too fast and the Japanese speaks slowly because they think

about grammar in their heads. While Japanese think about grammar, they have

silence. Many foreigners do not like that silence. Therefore, they speak again


before Japanese begin to speak (Torikai, 1996). That is one reason why Japanese

cannot communicate with foreigners. Thus, one reason why Japanese cannot

speak English is related to English education in Japan.

English Education in Japan: Grammar

Torikai (1996) explains that Japanese people have difficulty speaking English

in other countries because Japanese education stresses grammar. Japanese

cannot speak English because they worry about mistakes in their grammar. This

is showed by students‟ real experiences. While Japanese often think about

grammar, foreigners feel silence. They do not like that silence. Therefore, they

speak again before Japanese begin to speak (Torikai, 1996). Torikai suggests that

Japanese need practical English exercises to communicate without thinking about

grammar. It will help us to become accustomed to not only reflective

communication which we do not stress grammar but also to listening to English.

Research Question

I want to know how OJC students change their thinking about intercultural

communication through EAS. Especially, I researched how students understand

culture and what were some troubles by international communication. In addition,

I examined the relationship between Japanese students‟ communication skills

and English study in Japan. Moreover, I want to know about changing of attitudes

to English study including any changes in TOEIC scores of EAS participants

before and after.

Method

Participants and Data Collection

I interviewed seven OJC students who went on EAS program to Deakin


University. It was unstructured interviews and qualitative research, so that I

could find out their thinking about the program.

I researched about how students understand other cultures and what was

trouble of international communication with host family or other country friend.

Moreover, I collected data of TOEIC tests score of EAS participants. I compared

the score before and after they went to EAS because I wanted to know how the

TOEIC scores changed through English life like a home stay and EAS

participation.

Comparison with Data Collected Last Year

Last year, Rina Suzuki wrote her graduation paper examining students‟ views

of learning at Lincoln College, New Zealand in spring 2006. My research

compares Suzuki‟s data with my data. Suzuki went in spring 2006 with 23

students and I went in summer 2007 with 17 students.

About English Academic Study

EAS program at Deakin University was done at the end of August 22 to

September 23 in 2007. The Melbourne campus of Deakin University is located at

Toorak. During the EAS program, we experienced home stay and one OJC student

per one family. Every student was given tickets for train or tram and went to

school by these vehicles.

On the first school day, students had to write an essay to test our writing

and reading skills. By this test, we were separated into classes and four or five

OJC students per one class. The class started at 8:30 and students had four

classes till lunch time. Different from Japanese college, there was morning coffee

time after we took two classes. We learned writing, reading and listening

including pronunciation. Then, students had one class after lunch time.


Sometimes, we went to the city for events, like a picnic and studied about

Melbourne. One particular aspect of EAS is having special class of TOEIC for only

OJC students on Tuesday and Friday.

EAS and OJC Students

I researched about why OJC students went to EAS and how they felt about

other culture. Moreover, I focused on what they learned from EAS. Then, I

compared with Suzuki‟s report in 2007.

Reasons to Go

In comparing 2006 date and 2007 data, we see differences in reasons to go on

EAS. The data below is my data and from Suzuki (2007).

Table 1

Why Students Go on EAS

2006 students 2007 students

Reasons Number

of Students

Reasons Number of

Students

Improve TOEIC 2 Home stay 4

Overseas 3 Knowing

culture

1

Cost 3 Cost 1

Improve English 1 Love

Australia

1

Improve

motivation

1


First, I will discuss reasons why OJC students went to EAS in 2007. This

EAS program is to improve TOEIC skills, but a lot of students have other reasons

and expectations. It is very different from 2006 students.

Four students strongly expect they can have a home stay in 2007 data.

Moreover, there was no one expecting to improve TOEIC or English skills. This

data is very different from 2006 data. As an interesting answer, there were

students who want to use school money in both my data and Suzuki‟s data. We

could use 400,000 yen which is given from OJC for several study programs

including EAS. We were able to receive monetary support. 2006 students felt

appeal about support money.

When I compared to 2006 and 2007, 2006 students had more motivation

related to study than 2007students. Like these results, students had each reason

to take part in EAS.

Culture

I reported how they felt overseas and how they changed thinking about other

culture or foreigners.

Table 2

Troubles in Oversea Lives

Transportation Home

rules

Shop

hours

Nothing

2 2 1 2

I asked what was the most troublesome for them in other country‟s life. Their

answers were different for each student or host family‟s situation.

Two students felt trouble about transportation. In Australia, we had to use


trams to go to school. A lot of students have never experienced this and felt

difficulty to memorize station numbers or stations they have to change the tram.

Moreover, students felt difference of sense of value about distance or food.

For example, host mother said “School is very near from house.” However, for

student, it was very far. Students felt difference of sense of value not only of

transportation, but also food. The size of food which host family felt small was

very big for students. That‟s why they felt it difficult to understand explanation of

transportation or size of food by natives. Students were confused by differences of

sense of value. We can call these experiences “culture bumps” (Cornwell, 2002). It

means something happens that cause you to wonder what just happened

(Cornwell, 2002).

Home rule also caused trouble for two students. One student said she could

use shower only three minutes. This connects with Australian environmental

problem of lack of water. Another trouble was that students could not use kitchen

freely. For example, students could not use kitchen except regular time host

mother decided. Therefore, students could not drink water at mid-night or make

their lunch early in the morning. Laundry was also a problem. As an example,

students could not get their laundry because host family did not do washing

regularly. Therefore, students had trouble with their underwear or clothes. This is

same as Torikai (1996) has indicated. Japanese tend to hesitate to ask when

speaking English.

Moreover, in strict families, students had trouble about using the bathroom.

One student said “If the bath room is a little wet, I was warned about it

persistently.” She felt stress about it.

One student answered shop hours as a difficulty. In Australia, a lot of shops


closed early. This student said it was difficult to shop at the time she wants to go.

In Japan, there are a lot of shops open until mid night like a convenience store.

Almost all streets are bright. However, in Australia, especially when we stayed,

there were practically no stores that were open at night. Moreover, almost all of

the streets turned down the lights. It was very different from Japan and students

felt inconvenience. It was culture bumps for students.

However, we have to understand other country‟s cultures. “Japanese people

tend to think their culture is important and can‟t accept other culture because

they withdraw into one‟s own world” (Torikai, 1996). We need to accept other

country‟s culture and adapt to other culture. Johnston (2006) says “Students need

to step outside their comfort zones in order to challenge their long held beliefs

concerning schooling, culture, and the world” (p. 238). We should enjoy learning

other cultures and get used to a different comfort zone.

I also researched how students changed their thinking about other cultures

or foreigners from these experiences (Table 3).

Table 3

Changed Thinking about Other Culture or Foreigners

Change Not change

3 4

Table 3 is result of changing or not changing about thinking of other cultures

or foreigners. Three students changed their thinking about other cultures or

foreigners. Two students answered the changes were influenced by host family.

Student B said, “I could learn difficulty of give and take balance about home stay.”

Also, she learned historical background of Japan and Indonesia from Indonesian

who had lived with her in Australia. They talked about trouble of war of Japan


and Indonesia. Students B did not know about war of two countries. However, she

understood what happened between Indonesia and Japan and how Indonesians

think about Japanese.

Student C understood several senses of value. Her host family believes

Catholicism strongly. Her host brother who was five years old played the piano at

the Mass because he was good at the piano. She actually experienced the life in a

family with a strong religious belief. There was no trouble with food and also no

different thinking by influence of religion for Student C. However, there was a

different problem. Student C‟s host family was father, mother, son and other

Japanese students. The son who was five years old had a cognitive disability. Her

host mother was very nervous about her son. She hated that relatives and friends

felt sorry for her son. On the other hand, sometimes, the mother and son

quarreled at dinner time. However, she could not stop the quarrel and felt

miserable. It was painful for her. However, Student C learned about the difficulty

of staying with other people and understanding not only other country‟s culture

but also family culture like a home rule.

In school life, student A found that each country‟s educational differences

from pronunciation while she was talking with other countrys‟ students. Each

country‟s pronunciation and accent was very different. Student A said “I felt it

difficult to understand about pronunciation of Asian students like a Chinese,

Vietnamese.” These students used accents at the different point with Japan.

Therefore, students felt trouble understanding words or conversation.

There were four students who answered that their views had not changed.

Student D and G said that they had no stereotypes about Australians. Therefore,

they could understand culture and did not feel trouble. Student E had image that


Australian is kind and merry and her host family was just like that. Student F

had been to Australia last year. Therefore, she did not feel fear about other culture

or home stay.

In Suzuki‟s paper (2007), one student said, “Throw away stereotypes and do

not compare Japan and other country. It is important to have fun and to accept

the other cultures.” Although Suzuki and I researched about different countries,

we found similar answers. We can say that students learned “understanding” on

each country. We have several differences of sense of values. It is important that

we understand each culture or lifestyle without stereotypes.

Affective Influence

OJC students experienced home stay life for one month. They felt trouble

communicating with host family. I researched how to relate the communication

trouble with openness of Japanese students.

Table 4

Communication Trouble

Student A, F Couldn‟t come up with words.

Student B, E Sense of value (difference of thinking about distance, size

and speed).

Student C, E Accent (Host family‟s accent was very different and difficult

to understand or the speaking was too fast).

Student D, G Nothing.

Students B and E felt sense of value was very different. For example, there

was food size or how to feel distance. Through host family felt the food size was


small, students felt it was big.

Students C and E felt difficulty listening to accents. The cause was different.

Student C‟s host family was not native Australian. She met very international

environment. Her host father came from Scotland and her host mother came from

China. Both father and mother were not native. Therefore, she felt difficulty

about understanding accents. Student E also could not understand accent because

her host family members spoke too fast. It was cause of listening knowledge and

experience.

There are native teacher who speak fast in OJC, of course. However, OJC

teachers speak slowly when we cannot understand in class. It was different with

real English life and class.

Student A and F couldn‟t come up with words smoothly. As the reason,

student A said she thought about grammar before talking, as Torikai (1996)

pointed out. For example, students once make right sentence in the head and

speak to people. Students cannot answer the question reflectively.

Moreover, “affective filters” may influence this (Torikai, 1996, p. 9). According

to Torikai, when we study other languages, our learning is influenced by

motivation, confidence and worry. Affective filter is a factor to prevent study

motivation. If the filter is low, we can absorb a lot of skill. On the contrary, if the

filter is high, we cannot absorb a lot of skills because the filter makes barrier for

language (p. 9). It is like an accepting door with a high filter opening a little and a

low opening a lot. If the door is a little open, we cannot accept several situations

because door is almost closed. However, if the door is open a lot, we can accept

several situations, even if they are poor situations because the door is almost

open.


An example of an affective filter is influence by a Japanese friend. There are a

lot of Japanese students in school. Students depend on each other. Moreover,

students compare their English skill with friends. If their skill is poorer than

friends, they tend to guard to use English. Thus, the accepting door with a high

filter opens a little and students are afraid of communicating with English. It is

same situation with EAS program. Therefore, students did not have active

motivation and feel the need to improve English skills at the school.

English Education in Japan

We have learned English since junior high school. However, we cannot use

English fluently when we meet situations in which we have to use English. It is

caused by Japanese educational system.

In my reports, every student answered English education in Japan is not

useful. Students found that they cannot come up with words smoothly when they

communicate with English. They think about grammar in their heads before they

utter words. “Japanese can‟t speak English because they worry about mistakes in

their grammar” (Torikai, 1996). Japanese education stress grammar. There are no

situations which students can communicate with English practically. Therefore,

students always think about grammar system. It is the same as Torikai‟s

research.

I interviewed seven students about how they think about English education

in Japan. Then, every student said it is very bad. A lot of students said there are

no practicalities in English education in Japan. Below are opinions of student A

and B.

(Student A)

Now I‟m teaching English to elementary students. Japanese education thinks


grammar is important. As a result, we couldn‟t speak fluently because we thought

about grammar before speaking. It is not useful when we meet situations in which

we have to use English.

(Student B)

Grammar is important. However, we do not have environment for improving

English (There are no situations to use English). Moreover, Japanese teachers‟

English knowledge is very low. Like student A‟s opinion, there are grammar

troubles in English education in Japan.

Like these opinions, students felt Japanese education system is not good for

English communication. Actually, students felt that their English communication

skill is low even though they participated in EAS. English education in Japan

must be reviewed for more practical education.

About TOEIC

Students could live in environment using English one month. Most important

goal of EAS which OJC expected was to improve of students‟ TOEIC score. Below

is the table of changing of TOEIC scores (Table 5).


Table 5

Change of TOEIC Scores

2007 students

Before After Now

Student A 580 550 ＿

Student B 580 450 760

Student C 420 535 520

Student D 595 600 620

Student E 485 470 ＿

Student F 495 480 500

Student G 610 635 ＿

Three students‟ scores were up after EAS, but four students‟ scores were down.

We couldn‟t find good influence of EAS result from this table. However, now, three

student‟s score improved. Especially, student B has high score now. She said this

is not influence of EAS. She loves Australia and EAS was second time going to

Australia for home stay. Moreover, she works at a hotel and needs to use English

communication and sometimes contact with host family. Therefore, her TOEIC

score is her study result and motivation to learn and use English and not directly

a result of study in the EAS program. However, the opportunity to live in

Australia for one month through EAS may have added to her motivation,

In Suzuki's (2007) paper, three students improved scores after EAS.

Especially, student 7 had most change (Table 6).


Table 6

2006 students and TOEIC Scores

Student Before After Recent

Student 1 580 580 610

Student 2 500 500 585

Student 3 580 550 ＿

Student 4 560 550 645

Student 5 580 600 ＿

Student 6 605 620 705

Student 7 525 575 645

Students 5, 6 had not big change and other four students had decrease or

same. Five students‟ recent scores improved. However, Suzuki said “it is very

difficult to say the increase is directly connected to the EAS program because

students might have studied more after returning from EAS (p. 13).” Especially,

2006 students, different from 2007 students, had motivation which they want to

improve TOEIC or English skills before they went to EAS. This difference of

motivation might have influenced the difference of recent TOEIC score of 2006

and 2007 students. 2006 students improved their TOEIC score remarkably

compared with 2007 students.

Students‟ Views of TOEIC

We had TOEIC class for OJC at Deaken University two days during a week.

From Table 5, it is difficult to say that TOEIC class is effective class for improving

TOEIC scores in the short-term. In my research, students answered TOEIC class

at Deaken was not useful and boring. Below are the reasons why they felt bored


about TOEIC class and some possible improvements.

(Student A)

Class time was too short. We had not enough time for description.

(Student B, D, G)

I felt bored. It was not useful for TOIEC. Level was very low.

(Student F)

Even though every student has different poor parts and level in TOEIC, we

had the same class both high and low level students.

(Student C, E)

I want a text book for TOEIC like OJC TOEIC seminar.

From these opinions, it is difficult to say the TOEIC score is directly

connected to the EAS program. There were big differences between students and

teacher about thinking of study quality. At Deaken, teachers tried to teach

English pleasantly. Every time, students played games like puzzles or reading

stories. However, students expected study which they use textbook for TOEIC and

learn about techniques to improve TOEIC scores.

Students might imagine class like an OJC TOEIC seminar which is held

during summer vacation or winter vacation. Therefore, students couldn‟t be

motivated about TOEIC. That is why students did not feel good effect. As a result,

EAS program for TOEIC couldn‟t connect to good results.

EAS Influence

I researched how students felt the EAS could be changed to improve their

English skills (listening, speaking, and writing) (Table 7). Moreover, I researched

how to relate to communicate with their host family.

* In the table below, active means students could communicate with host


family actively. Passive means students could not challenge communicating with

host family actively.

Table7

Communicating with Host Family: Active/Passive

A B C D E F G

Active

Passive

Passive

→

Active

Active Active Sometime

active

Passive

→

Active

Active Active

Improve

By EAS

Yes Yes No Yes Yes Yes Yes

The Table shows that students communicated with host family whether

active or not. Moreover, it shows that students felt their skills were improved by

EAS.

Student C, who is active, felt she couldn‟t increase word knowledge because

she used only easy words. Therefore, she didn‟t feel that she improved her English

skills. Student A and E was nervous the first time. However, as days passed they

could speak with host family actively. Moreover, students, except C, said

especially their speaking and listening knowledge was influenced by EAS.

Students said they could improve their listening or speaking skills in

Australia, but after they returned their skill levels went back from before EAS.

The reason is that they do not have enough opportunities to use English compared

with oversea life. They need to use English more actively to keep English skill

which they got in Australia.


In OJC, there are a lot of native teacher compared to other colleges. We

should use the environment which we are given because we have chances for

communicating with native teachers. In Table 5, student B who kept using

English in her life improved the English skills and her TOEIC score. Thus, it is

very important to make use of our OJC environment to use English by ourselves.

School or Family

Moreover, I researched which situation was good for their English skill

improvement: school or host family. Four students of seven said they could

improve their skills by communication with host family (includes student who

answered both). There were more chances for using English at home than school

because students could speak to OJC friends at school. In the 2006 data, students

who chose host family was 6 of 7, and one student answered both school and host

family. 2006 students also said that “In the University, we may talk to OJC

students in Japanese too much, while in the home stay, we never use Japanese to

our host family” (p.11).

In this way, almost all of the students who answered active said they were

influenced by EAS. Especially, communication with host family helps students‟

English skills increase because almost all students could not use Japanese. Thus,

at school, there were too many OJC students. Also in class, there were four to five

OJC students. It was not a good situation to improve English. In the future, OJC

will need to think about the number of OJC students in class.

Motivation

Students were influenced not only by home stay and study, but also by the

psychological part. Student B said she learned that challenging is important to


communicate with people. Student E said she could have courage for speaking.

These opinions were the same with Suzuki‟s report. In her report, one student

said, “I was not afraid of speaking English.” Moreover, there are student who had

friends in New Zealand and they keep communicating with chat by PC.

After Returning to Japan

2006 students and 2007 students could get better English skills and good

experience. However, both 2006 and 2007 data indicate that some students said

they stopped speaking so much English and listening after they returned.

Students improved skills only in oversea life because they had to use English.

Unfortunately, students don‟t have chance to use English after they return to

Japan. That‟s why their TOEIC score was also down.

Actually, in Suzuki‟s reports, students 4, 6, 7 who kept studying English by

influence of by EAS improved their TOEIC scores (Table 6). Also in my research,

student B who kept using English improved her TOEIC score (Table 5).

Thus, how to improve their skills depends on what they do after they come

back to Japan. A lot of 2007 students were influenced by EAS in the part of

listening, speaking. However, they were not influenced by EAS in the part of

TOEIC after English study except student B.

Discussion

The reasons to go to EAS were very different for each student. In my research,

the 2007 students answered that improving TOEIC score or English skill was not

important for them. They expected to experience home stay or know other culture.

It was very different from 2006 students who expected to improve English skills.

This result was interesting to me because I expected answer that students went to


EAS to improve their English skills or study like a 2006 students.

Moreover, five students felt trouble in the other culture. It was from

transportation and home rules.

Concerning studying English, although students were satisfied with the

experience of the home stay, TOEIC class was not useful for students. Students

needed higher level classes. However, except for TOEIC class, six students felt

listening and speaking skills were influenced by EAS. It was from good time with

host family. Students could communicate with host family almost every day. As a

result, they could improve listening and speaking skill.

An unfortunately point is that some students felt their English level

decreased since returning to Japan because they stopped speaking so much

English and listening after they returned. It means that it is important to keep

using English. The result was similar to Suzuki‟s paper (2007) and only students

who kept using English improved their English skills.

Students‟ experiences and opinions about Japanese English education was

same as the Torikai„s report that Japanese can‟t speak English overseas. Japanese

strongly think about grammar. In EAS, host family is good situation to improve

English skills. We could spend good time with each host family when we eat

dinner or day life. It might help improving our English skills.

Conclusion

The purpose of this paper was to research about EAS program in Australia

from August to September 2007. Moreover, I compared with Suzuki‟s paper

written about EAS on 2006. I researched how EAS influenced OJC students who

went to Australia and studied at Deaken University.

Through EAS, students learned difficulty of understanding other culture. It


was influenced by difference of sense of values. As for studying, we can say EAS

was not effective for improving TOIEC for students. It was the same with Suzuki‟s

report (2007). However, it may be a way to motivate students to study English.

In the future, EAS will need to improve because every student answered

EAS TOEIC class was boring. TOEIC class will need to give textbooks for

students. Moreover, it will also need to practice placement test for each student

who has different levels.

Students understood how difficult it was to communicate with English and

learned how important home stay family is to speak English. Students who

communicated with host family actively felt improvement of their English skills.

Therefore, students who will participate in EAS in the future should communicate

with host family actively because home stay is good chance to use English every

day.

Moreover, it is very important to keep using English after they return to

Japan because they cannot keep English skills without using English every day.

OJC is a good environment for keeping English skills. However, in almost all of

our classes, students can speak Japanese and even native teachers can

understand Japanese. Therefore, students do not need to use English. It is not a

good situation to improve English skills. Therefore, not only students but also

OJC will need to make good environment for students. Making exchange students

system is good for understanding other cultures. Moreover, it will need classes

which are focused on speaking. In addition, it might help students as practice for

oversea or home stay.

Every students answered EAS was very good experience. Students also said

they could attain each purpose. There are a lot of issues like review of TOEIC


class and better English environment at OJC. However, if we improve these

problems, EAS will be good program for understanding other cultures and

improving English skills.


References

Cornwell, S. & Nakamura. K. (2002). A Short-term home stay Program for

OJJC Related Schools. Osaka Jogakuin Tankidaigaku Kenkyuu Kiyou,

32, 247-260.

ETS, (2008). TOEIC Home Page. Retrieved December 17, 2008, from

http://www.toeic.or.jp/

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Appendix A

Interview Questions

1.EAS に行った目的は何ですか。なぜ参加しようと考えましたか。

2.ホームステイ先の家族構成を教えてください。

3.ホストファミリーとの会話は自分から積極的に行いましたか。

4.ホストファミリーとのコミュニケーションで障害となったものは何ですか。

5.生活する上で困ったことは何ですか。

6.外国人への印象、異文化への考え方は変わりましたか。それはどのように変わ

りましたか。

7.日本へ戻ってきた時どのように感じましたか。

8.EAS 参加前、参加後、現在の TOEIC のスコアを教えてください。

9.EAS での TOEIC クラスはいかがでしたか。改善点があれば答えてください。

10.EAS を通して自分の英語能力は上がったと思いますか。またそれはどの分野

においてですか。（リスニング、スピーキング・・・）

11.日本の英語教育についてどう思いますか。

12.EAS に参加して自分の目的は果たせましたか。

13.何か今後のアドバイスや改善点があれば聞かせてください。

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