July 2015vol.125

Case StudyKumamoto University .......................... 2

Waseda University ................................ 4

Project ReportRitsumeikan University ....................... 6

Information ............................................ 8

English Education and Use of the TOEIC® Program in University

スローガン付きロゴタイプ縦組み

TOEIC®

Newsletter

Second Year (Dec. 2014)First Year (Apr. 2013)

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Faculty of Letters

Faculty of Law

Faculty of Education

Faculty of Science

School of Medicine

School of Health Sciences

School of Pharmacy

Faculty of Engineering

TOEIC Test Scores

Driving Globalization through World-Class Research – Linking the World to Local Communities

Through its participation in the Top Global University Project, Kumamoto University aims to become a global university capa-ble of connecting local communities to the world. Isao Taniguchi, the university’s president (as of the interview date), states more about the aspirations of the university, nothing: “Kumamoto University has a long history stretching back to the days of the Fifth High School, where Lafcadio Hearn (Yakumo Koizumi) once taught. For more than 100 years, we have cultivated lead-ers in Japan. Recognizing this historical role, we would like to assume a role today as a national university that spurs the globalization of the local area.” The Top Global University Project at Kumamoto University includes the effort to promote globalization through the culti-vation of high-caliber researchers and engineers capable of guiding the future of Japan. Ultimately the goal is to contribute to the world, and toward that end, the university will promote world-class research on such topics as AIDS, molecular embry-ology and genetics, and advanced magnesium technology. In this way, the university intends to increase overseas joint research, invite researchers from across the world, and enhance its international competitive edge. In addition, the university hopes to facilitate globalization in local communities through the Kumadai Global Youth Campus Project, a joint initiative with local high schools that exposes high school students to

globalized education at an early stage. Kumamoto University also plans to accelerate the pace of its own internationalization by doubling the number of exchange students on its campus, bringing their number to 10% of the overall student body. “A greater number of international students and a diverse range of languages spoken will serve to vitalize our campus,” President Taniguchi explains. “Also, making our campus more multicultural will motivate Japanese students to study abroad.”

Restructuring the University to Promote Globalized Education – Adding English Tests to the Faculty of Engineering’s Entrance Examinations in the 2015 Academic Year

Kumamoto University is in the process of reorganizing its edu-cational structure to make it more globalized. The university also plans to introduce liberal arts courses in English to bring those courses in line with international standards. As President Taniguchi points out: “Students majoring in science and engineering who hope to become globally active researchers and engineers have a particular need to communi-cate in English. Unfortunately, many students in our Faculty of Engineering do not like English and are not proficient in the language. Moreover, if students are to succeed later in creating something new, they will need a diverse perspective and cre-ativity outlook, which are two traits that can be cultivated through the acquisition of broad knowledge that encompasses

Striving to Be a Truly Global University That Links Local Communities to the World, Using the TOEIC® Test to Cultivate Globally Active Human ResourcesKumamoto University has been selected as a Type B (Global Traction Type) university under the Top Global University Project of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). Here we take a look at the university’s initiatives under the project, which focuses on internationalization and community contribution. In the 2013 academic year, Kumamoto University began administering the TOEIC test to all students upon enrollment and to second year students during the second semester to accumulate data used for reviewing its English education scheme. The university aims to globalize its curriculum by using the TOEIC test for such purposes as gauging students’ English proficiency and enhancing learning motivation.

n Kumamoto University – TOEIC® Average Scores of New Students in the 2013 Academic Year (by Undergraduate School)

Use of the TOEIC® test at Kumamoto University

l Providing an overseas study grant of ¥300,000 to each of the top 10 achievers

l Recognizing credits for liberal arts courses in foreign languages as credits earned for graduation

l Establishing a TOEIC test seminar for improving the foreign language profi-ciency of administrative staff

l Planning to use the scores from the TOEIC test administered upon enroll-ment in the selection process of stu-dents eligible for the Global Leaders Special Development Course (tenta-tive name)

l Considering to adopt external tests, including the TOEIC test, as an advancement or graduation require-ment for undergraduate courses or Master’s degree programs, as well as a criterion for accepting new students

Case Study Kumamoto University

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A global university open to the worldIntroduce an educational system based on global standards to ensure educational compatibility and mobility

A global university at the forefront of globalizing local communitiesPromote active roles for local community members, liberal arts students, and women,

and cultivate innovative human resources who can help underpin Japan’s leading role in science and technologyA global university with an international competitive edge

Serve as a link to the world’s leading research and education programs, while capitalizing on the core strengths of Kumamoto University

Programs that range from link-ups with high schools to leading-edge research and education

A bridge between the world and local communities

Kumadai Global Youth Campus

Promoting globalization ofexisting undergraduate schools

Global Leaders Special Development Course

Offering a globalized campus environment open to the world

Dual power system to implement, drive,

and enhance reforms

High-powered engine to promote globalized education

Global Education College

Ensuring educational compatibility and mobility

Kumadai FleCS(Flexible Curriculum

System)

Dual power system that generates globalversatility and a spirit of innovation

history, literature, and other humanities fields. We hope that offering our students English-language liberal arts courses will be a way to encourage them to recognize the need for English skills and grasp the importance of a liberal arts education.” In line with this educational reform, all departments in the Faculty of Engineering have added English tests to their 2015 entrance examinations, whereas in the past only a few depart-ments had included English tests. President Taniguchi has high hopes in the students at Kumamoto University, as he explains: “The role of a university is not to teach ‘known’ things, but rather to examine topics that are not yet fully known and encourage students to explore them on their own. My hope is that our students will earnestly study English so that they can play an active role in the increasingly globalized society 10 or 20 years from now.”

All First- and Second-Year Students Take the TOEIC® Test – Scores to be Effectively Utilized by Teachers and Students

Starting with new students in the 2013 academic year, Kumamoto University has been administering the TOEIC test to all under-graduate students twice, specifically, upon enrollment and in the second semester of the second year (see the graph above). The purpose is to accumulate data that can be used to help improve students’ English proficiency and serve as a basis for considering how to design the university’s English education. Seisuke Yasunami, associate professor at Kumamoto University’s Research Center for Higher Education, elaborates on reasons behind introducing the test. “The test results are shown to individual students for self-assessment and to improve their linguistic ability, and provided to each undergraduate

school so that they can be used to gauge improvements in English proficiency across undergraduate programs.” During the first semester of students’ second year, the university also administers the TOEIC test to those majoring in science and technology since they are likely to be active on the global stage in the future. In the 2013 academic year, the Faculty of Engineering began administering the TOEIC test to its students six times, specifically, once each semester for the first three years. In the 2014 academic year, Kumamoto University began providing an incentive to high achievers on the TOEIC test by offering an overseas study grant of ¥300,000 to the top 10 per-formers on the test (i.e., the two students with the highest aggregate score on the test during their first- and second-year; the student with the highest score from each undergraduate school; and those who achieved the biggest score improve-ment between their first and second year, while also satisfying certain criteria). Tamiko Ikegami, a member of the Educational Support Team of the Student Services Division's Academic Affairs Unit, says that the university provides this grant “as an incentive to encourage overseas study and English learning.” The TOEIC test scores will also be used in the selection pro-cess of applicants for the Global Leaders Special Development Course* (tentative name), another initiative under the Top Global University Project. Also, Kumamoto University is expanding its use of the TOEIC test in order to promote further globalization of the university itself. The university may also incorporate TOEIC and other external tests in its entrance examinations and establish a TOEIC test seminar to improve the linguistic ability of its administrative staff.* Global Leaders Special Development Course (tentative name): A combination

of English-language courses and overseas study opportunities aimed at provid-ing fully globalized education to students selected from each undergraduate school and department for their outstanding English proficiency.

From presentation slides used by President Taniguchi at the “Our Global University Vision” kickoff symposium commemorating the univeristy’s selection as a Type B university under MEXT’s Top Global University Project

Case Study Kumamoto University

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Isao TaniguchiPresident (as of the interview date)

Kumamoto University

Seisuke YasunamiAssociate ProfessorResearch Center for Higher Education

Tamiko IkegamiEducation Support Team, Academic Affairs Unit, Students Services Division

University Profile

Name: Kumamoto UniversityEstablishment: 1949Student body: 8,075 (as of May 1, 2014)

A national university that can trace its his-tory back to the Saishunkan medical col-lege of the Higo Domain. The university was established in 1949 through the merger of Kumamoto Medical College, the Fifth High School, Kumamoto Pharmaceutical College, Kumamoto Technical College, Kumamoto Teachers College, and Kumamoto Normal School for Youth. The university has embraced the mission of becoming one of Japan’s lead-ing research universities, and in the 2014 academic year it was designated a Type B university under the Top Global University Project of MEXT.

Striving to Make a Difference in the Business World,All Students at the School of Commerce are Required to Take the TOEIC® Test Within the context of its educational policy of nurturing “cultured business leaders,” Waseda University’s School of Commerce offers practical, globally- focused English education to foster future leaders of the business community. The TOEIC test, which is now extensively used in the corporate world, has been adopted by the School of Commerce as a unified English test to gauge students’ English proficiency and improve classroom instruction. During the 2015 academic year, the school will administer the TOEIC Speaking and Writing (TOEIC S&W) tests on a trial basis. With practical foreign language communication skills becoming vital in an increasingly globalized world, the School hopes that making these tests an integral part of the EFL curriculum will raise students’ awareness of the need for practical, communicative English abilities.

Case Study Waseda University

Adopting the TOEIC® Test as a Unified Assessment Instrument for First- and Second-Year Students

The School of Commerce at Waseda University administers the TOEIC test as a unified measure for all first- and second-year students. The School initially used the TOEFL® test in the 2001 academic year to objectively measure students’ English profi-ciency and improve English teaching methods. The School fully switched over to the TOEIC test in the 2009 academic year, after having first administered it to second-year students, starting in the 2004 academic year. Associate Professor Toshihiko Suzuki, head of the English education section at the School, explains the rationale behind this shift. “The TOEIC test has become an essential tool for stu-dents when it comes to job hunting. The TOEIC test results have come to play an important role in securing employment. Also, many companies now make extensive use of the TOEIC test, for example, using the scores as a criterion for determining over-seas postings or promotions. We incorporated the TOEIC test into our curriculum in response to these developments.” Students in the second year and above are divided into several levels of proficiency on the basis of their TOEIC scores, which are also used as a requirement for course fulfillment.

Globalization Increases the Need for Better Writing Ability – Administering the TOEIC® S&W on a Trial Basis

An English writing course is one of the mandatory courses for second-year students at the School of Commerce. Associate

Professor Suzuki, who is in charge of several sections of this course, points out that the advance of globalization has made skills related to communicative competency, especially writing skills, more important than ever. “At the same time,” he explains, “we have to admit that many Japanese learners do not have good English writing skills. Even for students who have made a significant time investment into English study, a lack of experi-ence in using the language in daily life makes it difficult to write natural sounding English. Simply looking up words in a dictio-nary is not enough. For my class, I ask students to first compose a sentence that anyone can understand using the grammar and vocabulary they have learned so far. Then, I gradually guide students to write a paragraph or an essay using more sophisti-cated expressions.” During the 2015 academic year, the school plans to offer the TOEIC S&W on a trial basis to gauge students’ English commu-nicative competency and correlate their abilities with the test scores to identify any issues they might face. “Writing is one way of communicating with others,” Suzuki notes, “and our writing ability affects how other people perceive us or assess our work performance.” He hopes that taking the TOEIC S&W will raise students’ awareness of the importance of English communication in a global era. Under the theme of “globalization and English communica-tion competency,” Associate Professor Suzuki is undertaking various initiatives in his seminar classes to help students gain a strong, practical command of English through exchanges with their counterparts at overseas universities via teleconferencing, Internet message boards, and social networking sites.

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Toshihiko Suzuki, Ph.D.Associate ProfessorFaculty of Commerce

Waseda University University Profile

Name: Waseda UniversityEstablishment: 1882Student body: 51,024 (as of May 1, 2014)

A private university founded by Shigenobu Okuma, originally known as Tokyo Senmon Gakko (Tokyo College). The institution acquired university status in 1902. In its mission statement, Waseda University states its aim of upholding the independence of learning and promoting practical application of knowledge and good citizenship. Currently, the University operates 13 undergraduate schools and 21 graduate or professional schools under 10 divisions.

Case Study Kumamoto University

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First YearEnglish I – General English (proficiency-based) (compulsory course) / General Tutorial English / (Elective course) Academic Listening / Reading for Overseas Study

Early Nov. – Late Dec.TOEIC IP administered

Second YearEnglish II – Writing (proficiency-based) (compulsory course) / Elective courses (proficiency-based): Listening, Reading, Speaking, Writing, Grammar, Practical Composition, Presentation, Media English, Negotiation, and Academic Listening / Reading for Overseas Study

Early Nov. – Late Dec.TOEIC IP administered

From Third Year OnwardElective courses (continued from the second year): Listening, Reading, Speaking, Writing, Grammar, Practical Composition, Presentation, Media English, Negotiation, and Academic Listening / Reading for Overseas Study

Early Nov. – Late Dec.TOEIC IP administered

Pre-admission:

WeTEC (Web-based Test for

English Communication)

In 2012, Waseda University formulated Waseda Vision 150, a medium- to long-term strategic plan that lays down the uni-versity’s vision leading up to its 150th anniversary in 2032. Under the plan, Waseda University defines a range of reform goals, including an increased focus on the cultivation of global leaders capable of contributing to the world, the pro-motion of original research, and the establishment of an organizational and management structure for transforming itself into a model university in Asia. Based on Waseda Vision 150, Waseda University has developed the Waseda Goes Global initiative (also known as the Ocean Initiative) for the Top Global University Project. Under the initiative, the university aims to open its doors to the world and to improve the quality of its higher education and research by enhancing the diversity of its educational environment and accelerating international exchanges among outstanding human resources. Currently, about 5,000 international students are study-ing at Waseda University. The Waseda Goes Global initiative has set the goal of increasing that number to 10,000 and raising the percentage of international students to 20%. We also intend to encourage every student to join at least one study abroad program before graduation. As one specific

measure, we have a double-degree program with leading universities. In this respect, we have an academic exchange agreement with 422 schools across the world, including such top-notch universities as Columbia University and Peking University. Through the promotion of joint education and joint research projects with these universities, we will internationalize our education and better contribute to the world. At the same time, we are proceeding with the devel-opment of curricula in English. This effort has been led by the School of International Liberal Studies at the undergrad-uate level and by the Graduate School of Asia-Pacific Studies at the graduate level. We have a plan to offer a degree pro-gram in English in every undergraduate school in the future. Another important strategy is the establishment of model bases. We have targeted six areas of research for which we are renowned internationally to serve as bases under the strategy, including information and communica-tion technology (ICT) and robotics, and will use these bases to drive improvements of our research competency in other areas. We specifically are aiming to join the world’s top 100 universities in 18 research areas within 10 years. These efforts are intended to give us a competitive edge interna-tionally and help us attract excellent students and research-ers from every part of the world. We refer to this approach as “Turning Waseda into Wimbledon.” As the internationalization of universities proceeds, it has become increasingly important to have an international standard for gauging English proficiency. We have already asked each undergraduate school to define goals using such metrics as scores on the TOEIC and TOEFL tests. Our educa-tional flexibility will increase as we promote the Waseda Goes Global initiative, and we hope to have a consistent and reliable benchmark across all the degree programs we offer. In that sense, the use of the TOEIC test is likely to expand further in the future.

Development of Globally Minded Human Resources Promoted by Waseda UniversitySelected as a Top Type (Type A) University for the Top Global University Project of the Ministry of Education, Culture, Sports, Science and Technology

Kazuo Kuroda, Ph.D.ProfessorGraduate School of Asia-Pacific Studies, Dean of International Affairs

n Configuration of New English Curriculum for the 2014 Academic Year of the School of Commerce, Waseda University

Cultivating Leaders in the Life Sciences through the Project-based English Program

The field of life sciences is one of the most globalized aca-demic disciplines. Joint research across national boundaries is common and presentations are often con-ducted in English even at aca-demic conferences held in Japan. Ritsumeikan University’s College of Life Sciences and College of Pharmaceutical Sciences (Kusatsu City, Shiga Prefecture) have developed a compulsory course called the Project-based English Program (PEP) that aims to hone the English communication com-petency essential for anyone pursuing a career in this field. For PEP, each student first selects a project theme related to life sciences or pharmaceutical research and then gathers information from around the world and engages in discussions

before finally making a presentation in English. In this way, the program aims to build up students’ fundamental global com-munication skills. Tsukasa Yamanaka, associate professor at the university’s College of Life Sciences and deputy director of the Division of International Affairs, explains more about the aim of the pro-gram. “When the College of Life Sciences and the College of Pharmaceutical Sciences were established in the 2008 academic year, we included the development of globally active human resources in our educational goals and had to adjust our English education accordingly. English communication competency is crucial in the field of life sciences. We must reinforce the ability of students to communicate in English on top of fostering their research skills in order for them to become active in the field. PEP offers an environment for students to pursue their scholarly interests and communicate and discuss those topics in English. By doing so, in a step-by-step approach students can gain a better command of English and acquire the skills needed to communicate globally.”

Projects and Skill Workshops, PEP’s Two Modules

PEP consists of two modules: the Projects module, in which stu-dents carry out research according to their particular research theme and then communicate details of their research to others

Using the TOEIC® Program to Enhance Students’ Communication Skills through a Curriculum Designed to Generate Synergy between Exploration and CommunicationAt Ritsumeikan University, the College of Life Sciences and the College of Pharmaceutical Sciences offer the Project-based English Program, a compulsory course designed to reinforce the English communication competency crucial to the life sciences. The curriculum consists of two modules: the Projects module to conduct English presentations on research results and the Skill Workshops module to nurture the four English skills of listening, reading, speaking, and writing. The TOEIC test and the TOEIC Speaking and Writing (TOEIC S&W) are used to verify the educational results of the curriculum.

Project Report

College of Life Sciences and College of Pharmaceutical Sciences, Ritsumeikan University

n Model Diagram of the Project-based English Learning Program

This is a model chart of the College of Life Sciences. The College of Pharmaceutical Sciences is a six-year school, where students are required to write an abstract of their graduation in the sixth year.

* CALL: Computer Assisted Language Learning

Full use of digital media

Full use of digital media

Practical use of English skills acquired

Greater motivation for learning English

Graduate students

4th-year students

3rd-year students

2nd-year students

1st-year students

Mat

ters

of i

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est i

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e fie

lds

of li

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scie

nces

and

pha

rmac

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cal s

cien

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Topi

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late

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dai

ly li

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Assignment

Online Writing 7

Online Writing 5•6

Online Writing 3•4

Assignment

CALL 3•4

CALL* 1•2 Online Writing 1•2

Projects

Graduate Project

Senior Project

Junior Project 1•2

Project 3•4

Project 1•2

Skill Workshops

Skill Workshop 3•4

Skill Workshop 1•2

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Tsukasa Yamanaka, Ph.D.Associate Professor, College of Life SciencesDirector, International Center at Biwako-Kusatsu Campus

Ritsumeikan University

l Projects• Students select themes on their own, explore these themes through

research, and communicate their ideas to others.• First- and second-year students conduct presentations, debate

ideas, and hold panel discussion on themes related to university classes and daily life. In the second semester of their second year, students write a term paper of around 2,000 words.

• Third-year students select themes from their respective specialized fields, study these themes in English, and create poster displays where they can explain their research results and answer questions.

• Among fourth-year students, willing students prepare a graduation thesis abstract in English and conduct oral presentations.

l Skill Workshops• A class specialized in cultivating the four basic English skills of listen-

ing, speaking, reading, and writing• This interactive class focused on the four skills is provided every half

semester in a manner linked to the Projects module to effectively refine students’ basic English skills and proficiency.

• Placement is determined for first-year students based on the results of the university’s original e-TAC test and for second-year students based on the scores of the TOEIC test administered in December of the first year.

using English; and the Skill Workshops module to cultivate basic English skills and proficiency in classes grouped according to learning levels. The program’s synergistic, “three-dimensional” structure allows students to recognize the need for higher communica-tion competency in the Projects module, build up the basic required skills in the Skill Workshops module, and then go back to the Projects module to actually utilize those skills. We also use information and communication technology extensively in the program, including the increased use of videos among researchers recently for presentations on their research papers. The aim of PEP, as Associate Professor Yamanaka explains, is to “provide a place for students to fully pursue their particular research themes in an autonomous way.”

College-Wide Cooperation System Yielding Greater Outcome

The students’ four English skills have improved through PEP. There are two reasons for the improvement. One is that the cur-riculum, which integrates exploration and communication based on matters of interest for students, has boosted their motivation. The other is that PEP is offered as a compulsory course, with the executive bodies of the two colleges assuming the final responsibility for English education provided through the program. At each college, English teaching staff and the entire college have worked as a team to proactively promote English education. “Because it is a compulsory course,” Associate Professor Yamanaka points out, “all students, regardless of their level of motivation, are required to participate in PEP. As the program proceeds, less willing students tend to become stimu-lated by others and begin to participate more eagerly. We also intend to offer English education directly connected to stu-dents’ specialized fields through close collaboration with faculty members teaching various life sciences fields.” Looking to the future, he also notes: “The ability to communicate in English will become a required skill in every academic field. PEP has been adopted by the College of Sport & Health Science estab-lished in 2010 and will be incorporated into the College of Comprehensive Psychology that we plan to establish in 2016. Through PEP, we aim to nurture students’ ability to hone their four language skills on their own after graduation.”

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University ProfileName: Ritsumeikan UniversityEstablishment: 1900Student body: 32,449 (as of May 2014) (College of Life Sciences:

1,279; College of Pharmaceutical Sciences: 641)

Ritsumeikan University, which is celebrating its 115th anniversary in 2015, comprises 13 undergraduate schools and 20 graduate schools. Based on its founding ideals of freedom and innovation and an educational philosophy of peace and democracy, the university pursues academic excellence and seeks to foster globally active human resources with strong individuality. The university strives to instill a multicultural and collaborative mindset, and during the 2014 academic year was selected as a Type B university for the Top Global University Project of the Ministry of Education, Culture, Sports, Science and Technology.

n Average and Highest TOEIC® S&W Scores of Students Joining the University in the 2011, 2012, and 2013 Academic Years

Test Timing No. of Test Takers

Speaking(0 – 200 points)

Writing(0 – 200 points)

Average Highest Average HighestSeptember 2012 149 97.63 160 128.54 180

September 2013 204 97.65 170 128.09 190

August 2014 70 91.00 130 123.00 160

PEP uses the TOEIC test as an indicator of its effectiveness. All students study-ing at the two colleges take the TOEIC test a total of four times specifically, twice in June and December in the first year and twice in June and December in the second year. Of these, the tests in June of the first year and in June of the second year are particularly important respectively as an indicator of students’ proficiency upon enrollment and the program’s effectiveness after one year. Over the past three years, students’ average scores increased by more than 30 points from the first year to the sec-ond year (see the graph below). The TOEIC S&W are administered to willing students from the first to fourth year. Obtaining direct measure-ments of the four English skills is effective in more precisely grouping students for the Skill Workshops module based on their learning levels and in providing appropriate support according to their individual needs. Test scores provide a numerical representation of students’ efforts while also enhancing their motivation.

Yukie KondoLecturer

College of Pharmaceutical Sciences

Use of the TOEIC® Test and TOEIC® S&W and Analysis of Test Scores

n Average TOEIC® Test Scores of Students Joining the University in the 2011, 2012, and 2013 Academic Years

New Students in 2011Life Sciences (302) (310)

Pharmaceutical (103) Sciences (108)

New Students in 2012Life Sciences (301) (306)

Pharmaceutical (99) Sciences (99)

New Students in 2013Life Sciences (288) (289)

Pharmaceutical (105) Sciences (107)

June of the first yearJune of the second year

TOEIC Scores

10 100 200 300 400 500 600 700

Average scores up 31.4 points UP

The TOEIC® Newsletter is published quarterly by the Institute for International Business Communication (IIBC) in Japanese. It features examples of how the TOEIC program is used effectively by companies, universities, and other institutions. It offers the latest case studies of TOEIC program usage to our clients, helping them to take full advantage of the TOEIC program within their organizations. The newsletter also introduce trends for global human resource development and globalization in Japan. TOEIC Newsletter No. 125 (issued: July 2015) has been translated into English by IIBC for readers around the world.

ETS, the ETS logo, PROPELL, TOEIC, TOEIC Bridge, and TOEIC BRIDGE are registered trademarks of the Educational Testing Service in the United States, Japan, and other countries and are used under license.

The Institute for International Business Communication (IIBC)Sanno Grand Building 2-14-2, Nagata-cho, Chiyoda-ku, Tokyo 100-0014, JapanTelephone: 81-03-5521-5012 Fax: 81-03-3581-5512Official website: http://www.toeic.or.jp

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