著者

飯田 毅

出版者

一般社団法人大学英語教育学会

雑誌

JACET Kansai journal (ISSN:18802281)

巻号頁・発行日

no.15, pp.106-124, 2013-03-31

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Despite the government's strengthening human resource development for a global society, there have not been sufficient studies clarifying the development of English skills of university students during study abroad. This study examined how Japanese university learners of English improved their English after a two-semester-study-abroad program by using TOEIC scores, a questionnaire, and interviews. 92 female university students took the test before and after study abroad and answered the questionnaire after study abroad. They were divided into four groups based on their types of courses in which they studied: Academic Course group (Non-ESL) refers to the group of students taking only academic courses; Academic + ESL Course group (AC+ESL) means students who took both academic and ESL courses simultaneously; ESL→AC for students who took ESL first and moved on to academic courses afterwards; ESL-only means students who only took ESL courses. The results showed that the different groups developed their English skills differently, which suggests that students' English proficiency before study abroad might affect the development of their English during study abroad. The questionnaire and interview revealed that not only English proficiency before study abroad but also some different learning styles and attitudes towards study abroad might have resulted in enrollment in academic courses at university.