A case study of learning in english as a foreign language (EFL) in Japan: high school students' english proficiency levels and fostering positive cross-cultural attitudes

Abstract

This study reports on aspects of a larger study of over 600 Japanese high school students taken from ten schools in one prefecture and their attitudes towards learning English as a foreign language (Ingram, Kono, O’Neill & Sasaki, 2008). It compares the cross-cultural attitudes of those who performed highly on the STEP Test with those who had low performance on the STEP Test Students rated seventeen items on a semantic differential scale to elicit their attitudes towards English speaking people, Japanese people, European people, Asian people, the Japanese, Indigenous Ainu people, their own English language teachers and themselves. They also provided their opinions about cultural diversity in society, foreign language learning and their preferred ways of learning EFL at school. Based on percentage positive response ratings the results showed that those students who had achieved higher levels of English proficiency on the STEP Test tended to be more positive towards English speaking people and Europeans in general, and to a little extent more critical of their own culture, Asian people in general and themselves but in some respects more positive towards the Ainu people. There was also evidence of students who had higher proficiency levels recognising the need to engage more frequently in learning experiences that involved the English language and culture, and meaningful communication.