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TOEIC® NewsletterDecember 2013 No.119 —Digest Version—

TOEIC Test TOEIC SW Test

TOEIC Bridge

The TOEIC Program enables you to pick and choose the tests to suit your English ability and the skills you want to measure

The tests of the TOEIC Program involve questions based on real scenarios from the workplace and daily life

The TOEIC Program gauges the four English skills and the overall communication skills needed for work and daily life

Statistical relationships between the TOEIC Bridge scores and the TOEIC Listening and Reading scores

Number of examinees and average scores by STEP grade

（Listening / Reading）

advanced

intermediate

elementary

English Level

（Speaking / Writing）

For those who want to take time to learn

the basics

For those who want to demonstrate their English ability in the workplace

For those who want to acquire English skills that can be applied practically in the

workplace right away

Pre-1st Grade（890）

Pre-2nd Grade（170,190）

4th Grade（95,453）

5th Grade（30,597）

2nd Grade（28,516）

3rd Grade（306,909）

（Score）

（Unit :Persons）

TOEIC Bridge®

Gauges the English ability of elementary and intermediate level learners

TOEIC® SW TestDesigned to bolster practical

skills

TOEIC® TestFor those who want to strengthen

their fundamental English skills

* The levels of English ability listed for each test are only recommendations; tests are open to people of all levels.

TOEIC Bridge

TOEIC Test 230

90

260

100

280

110

310

120

345

130

395

140

470

150

570

160

* Data taken from TOEIC Program Data & Analysis 2012

The versatility of the TOEIC test Hokkaido English Camp

In 2011, the Hokkaido Board of Education began holding Hokkaido English Camps. The aim was to foster people with a local and a global perspective who are capable of contributing positively to Japan and the rest of the world. The camps, which are held three times a year (June, once more in summer, and in winter), are open to elementary, junior high, and high school students in Hokkaido. The camps are also attended by foreigners and provide participants with a full-immersion English environment during their overnight stays, offering abundant opportunities to learn practical English. The TOEIC test is used at the camp to gauge the English skills of participants in the top-level class. We asked Kingo Shiratori, supervisor of the Ordinary Education Instruction Group of

the Hokkaido Office of Education’s High School Education Division of the Bureau of School Education, about the impact of the camps. “Participants in the Hokkaido English Camp have told us that the use of TOEIC tests at the camp has increased their motivation to learn English,” he observed. “Typically, we hear that the TOEIC test they took at the camp was their first TOEIC experience, and that it was hard going but provided them with an idea of their current level of English so they want to try it again. We have also seen an improvement in scores each time they take the test. This is tangible evidence that English abilities among participants are improving across the board.”

Go to TOEIC test

Three Graded Tests to Gauge the Four Skills of English Ability

The TOEIC Program consists of three test levels (elementary, intermediate, and advanced) aimed at fostering the fundamentals of English ability to ensure students develop a proper balance between the listening, reading, speaking, and writing skills needed for communication. In 2012, around seven million people took the TOEIC Program tests in 150 countries, and approximately 14,000 companies, schools, and other organizations throughout Asia, Europe, and the United States made use of the program.

TOEIC® Program

The TOEIC Program broadly covers:

Specialized business terminology, knowledge and information pertaining to specific industries or segments, and items unique to any particular country’s history or culture.

The TOEIC Program does not deal with:

GeneralSituation

Work placeSituation

AcademicSituation

20　　40　　60　　80　　100 　120 　140 　160 　180

54.6

56.5

61.1

67.2

75.7

83.0

51.2

53.8

59.7

67.1

76.8

83.0 166.0

152.4

134.3

120.7

110.3

105.7

Total

ReadingListening

2

Research methodology

TargetSurvey period

Overview of results

TOEIC test TOEIC Bridge

In its guidelines on English education, MEXT promotes the use of independent tests to gauge communicative ability and logical reasoning in English. At IIBC, we conducted a survey of organizations that used the TOEIC test or TOEIC Bridge to gauge the outcomes of education curricula. The survey questionnaire focused on the correlation between test scores and communicative ability. Below is an outline of some of the responses we received.

We prepared a self-evaluation survey consisting of 100 tasks, known as “Can Do” statements. The tasks fell into six discrete skill categories, consisting of the four skills of listening, reading, speaking, writing, as well as functioning (of words) and interaction (by using words). The breakdown of the survey tasks is as follows: 15 listening, 15 reading, 20 speaking, 15 writing, 20 functioning, and 15 interaction. Respondents rated their abilities according to one of five options: (1.) I am completely unable to perform this task; (2.) I am mostly unable to perform this task; (3.) I can just manage to perform this task; (4.) I can generally perform this task; (5.) I can perform this task without any problem. We then compared each respondent’s evaluations with their TOEIC test and TOEIC Bridge scores.

TOEIC test: 28 high schools, 1,416 samples; TOEIC Bridge: 10 high schools; 1,824 samples

April 2012 to March 2013

The following table uses the survey results to show what survey respondents in different TOEIC score ranges “can do.”

TOEIC® Test & TOEIC Bridge®

Can Do Questionnaire Results

Remarks（1）The survey was limited to high school students.　（2）The Can Do survey questions were designed to be easy for high school students to understand.（3）The Can Do questionnaires for the TOEIC test and TOEIC Bridge featured the same questions.　（4）No one responded to both questionnaires.（5）The “function” skill category focused on tasks closely linked to the grammar the respondents learn at school and is designed to clarify the degree to which each person understands and has learned the English taught at school.

Respondents can write their own resume (including a self-introduction).

Respondents can phone a restaurant or cinema and make a reservation.

Respondents can describe to a taxi driver the way to their destination.

Respondents can express amounts, volume, and size (e.g., a one-square-meter sheet, five liters of water, five tons of iron).

Respondents can express frequency(e.g., “This machine breaks down sometimes”; “He’s always late”).

Respondents can express worry (e.g., “I’m worried that you’ll miss the train”).Respondents can understand news presented by a TV

newscaster as long as it pertains to a subject they know about.

Respondents can understand general station announcements relating to departure times, departure points, and destinations.

Respondents can explain the reasons for their actions (e.g., why they joined a particular extracurricular club; why they were late or absent).

Respondents can describe “from” and “to” times (e.g., “Lunchtime is from 12:15 to 1:00 p.m.”).

Respondents can ask for reasons (e.g., “Why are you late?”).

Respondents can express frequency (e.g., “This machine breaks down sometimes”; “He’s always late”).

Respondents can express location (e.g., on the desk, behind the door, in the locker).

Respondents can follow directions to the station, supermarket, and other destinations if spoken slowly.

Respondents can find streets, shops, hospitals, and other destinations on an English map if drawn simply.

Respondents can understand days and months as spoken.

Respondents can understand dates and times as spoken.

Respondents can express their opinions in a declarative manner (e.g., “We should cancel tomorrow’s Cultural Festival”).

Respondents can understand fast-food and other restaurant menus.

Respondents can look at a railway or bus timetable and understand the departure time, destination, and arrival time.

Respondents can write a list of things they need to take on a trip.

Respondents can write diary entries.

Respondents can express worry (e.g., “I’m worried that you’ll miss the train”).

Respondents can talk about their daily routines (e.g., what time they wake up; what time they have lunch).

Respondents can order from a fast-food or other restaurant menu.

Respondents can ask people their occupations.

Respondents can write short letters, birthday cards, Christmas cards, and New Year’s greeting cards to their friends.

Respondents can ask for reasons (e.g., “Why are you late?”).

Respondents can express predictions and possibilities (e.g., “It looks like rain today”; “We’ll probably win tomorrow’s game”).

Score Score

700+160+

600+

300+

120+

80+

400+ Respondents can understand simple signs (e.g., exit, entrance, and stop signs).100+

500+

140+

W

W

W

W

L

R

R

R

R

L

L

L

L

S

S

S

S

I

I

F

F

F

F

F

F

F

F

F

F

F

*

Listening　　　Reading　　　Speaking　　　Writing　　　Function　　　InteractionRL WS IF

* Only a few respondents scored 160 or more on TOEIC Bridge, so there is considerable variance in the degree of proficiency for each task.

* MEXT : Ministry of Education, Culture, Sports, Science and Technology

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Interview

School Overview

Tokyo Metropolitan Institute Fuji Senior High School and Junior High SchoolJunior high school integrated with the high school in 2010960 students (600 high school and 360 junior high school students)

Name：

Founded：Student body：

Founded in 1920 as Tokyo Prefectural Girls’ High School No. 5 and renamed Tokyo Metropolitan Fuji High School upon becoming coeducational in 1950, Fuji Senior High School and Junior High School was established in 2010 with the opening of a junior high school and the creation of an integrated curriculum. For the first year of high school, classes are divided according to whether a student has entered the school by passing the required entrance examination (approximately 80 students) or has progressed from the school’s junior high school in order to adjust for differences in academic proficiency.

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FujiSeniorHighSchoolandJuniorHighSchooloffersanintegratedEnglishlanguageprogram,withthesixyearsofstudydividedintostages.Thefirsttwoyearsofjuniorhighschoolaredesignatedasthegroundworkandreinforcementstages;thethirdyearofjuniorhighschoolandfirstyearofhighschoolaretheapplicationandbuildingstages;andthefinaltwoyearsofhighschoolaretheexpansionandfinishingstages.ByappropriatelybalancingthefourEnglishskills(reading,listening,speaking,andwriting),theschoolaimstoproducegloballycapablegraduates. Instructionintheearlystagesofjuniorhighschoolischaracterizedbyastrongemphasisonreading,theuseofdictionaries,andthedevelopmentofvocabulary.Readingabilityisreinforcedbytheschool’sspecialreadingclassesheldeveryotherSaturday.Intheclasses,studentsstartoutreadingsimple,illustratedbooks,withtheaimofreading150,000wordsoverthethreeyearsofjuniorhighschool.Thisapproachisdesignedtonaturallybroadenthestudent’sEnglishvocabulary,settingthespecifictargetof2,200wordsbytheendofjuniorhighschool(1,000wordsabovethetargetstipulatedintherevisedNationalCurriculumStandards)and4,000bytheendofhighschool(1,000wordsabovethetargetstipulatedintherevisedNationalCurriculumStandards).

AuniqueaspectofthejuniorhighschoolEnglishprogramistheRecitationContestforwhichstudentsrecitefamousspeeches,suchasDr.

Helping Students Develop a Vocabulary of 2,200 Words in Junior High School and 4,000 by the End of High School

Tokyo Metropolitan Institute Fuji Senior High School and Junior High School

Rie Suzuki Senior teacher

Kimiko Higuchi Teacher

Using Recitation to Strengthen Students’ Communicative Ability

In 2010, Fuji Senior High School was combined with its junior high school counterpart, and this integrated school now offers a comprehensive curriculum. The school also offers students of all grades career development training to prepare them for the job market. The new school format has been a success so far, resulting in a higher rate of students progressing to higher education in the three years since the change. Another feature of the school’s educational approach is a unique junior high school English curriculum involving the use of TOEIC Bridge. This initiative, which has been in place since the junior high school opened, is aimed at preparing students for the TOEIC test they take in the second and third years of high school.

Students Take TOEIC® Bridge from the First Year of Junior High School to the First Year of High School, and the TOEIC® Test during the Second and Third Years of High School.

Tokyo Metropolitan Institute Fuji Senior High School and Junior High School

●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●

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secondyearofjuniorhighschool.” Twoofthethreetop-scoringstudentsontheTOEICBridgeheldinFebruary2013attheTokyoMetropolitanInstituteFujiJuniorHighSchoolwereselectedbytheTokyoMetropolitanBoardofEducationtoparticipateintheNext-generationLeaderDojoprogram.Thisisaprogramthatfundsstudents’overseasstudy.ItisworthnotingthatthestudentwhoplacedfourthonthetesthadexcelledintheSaturdayreadingclassesandthefifth-placestudentwasthewinneroftheRecitationContest.TheseresultssuggestthatFujiJuniorHighSchool’semphasisonreadingandrecitationbenefitsstudents’performanceontheTOEICBridgetest. Startinginthe2013academicyear,firstyearstudentsatFujiSeniorHighSchoolwillalsotakeTOEICBridgeasawaytoboosttheirmotivationtoattainthetargetscoreof700ontheTOEICtestintheirthirdyear. OtherEnglish-relatedinitiativesattheschoolincludeoverseastripsthatallowstudentstoexperienceotherculturesandshort-termlanguagetrainingcourses.

MartinLutherKing’s“Ihaveadream”speechorPresidentBarackObama’svictoryspeech.KimikoHiguchi,ateacheratFujiSeniorHighSchoolandJuniorHighSchool,explainsthebenefitsoftheactivity:“Studentsenjoytakingpartinthisexerciseofmemorizingfamousspeechesbyrepeatedlylisteningtoaudiorecordings.ThisisparticularlynoticeableamongstudentswhotendtostrugglewithEnglish.Thatisoneofthebenefitsofrecitationcontests.” SeniorteacherRieSuzukiechoesthatview,addingthatthecontest“isveryeffectiveinfosteringstudents’presentationskills.”

FujiJuniorHighSchoolhasconductedtheTOEICBridgetestsincetheschool’swasestablishedin2010,andeveryFebruarystudentstakethetest,asMs.Suzukiexplains:“TheTOEICBridgetestmakesisabletomeasurethatcommunicativeability,andtheresultscanbeeasilyusedtogeneratefurthertargetsbecausetheyareprovidedasanumericalscore.WedecidedtointroduceTOEICBridgefromanearlystage,administeringittofirst-yearstudents,becausewebelievethatitgivesstudentsabetterideaofwhatthetestislikeandwhatEnglishcommunicationisallabout.Ourtargetscoreis120bytheendofthe

0 30 60 90 120 150（score）

1st year of junior high school FY 2010（119 person）

2nd year of junior high school FY 2011（114 person）

L 57 R 47

L 61 R 56

L 66 R 643rd year of junior high school FY 2012（111 person）

103

117

130

TOEIC Bridge average score

The national average3rd year of junior high school

（7,295 person）121.9

Stage Groundwork & reinforcementYear JHS 1 JHS 2

Application & buildingJHS 3 HS 1

Expansion & finishingHS 2 HS 3

TargetTOEIC Bridge120

TargetTOEIC Bridge170

TargetTOEIC Test700

[Figure 2] Average TOEIC Bridge scores by Fuji junior high school students (entering in 2010) over three years compared to the national averages

[Figure 1] Six-year integrated English education curriculum

* L stands for listening, R for reading.* Source: TOEIC Program Data & Analysis 2012.* The data provided above pertains to Institutional Program test-takers.

We Aim to Cultivate Future Global Leaders

As the wave of globalization becomes ever more rapid, the demands placed on educational institutions also continue to evolve. I believe it is vital to instill in our students the sort of practical strengths and skills that will enable them to eventually contribute to the international community. At Fuji Senior and Junior High School, we offer an array of educational programs aimed at fostering well-rounded leaders who can enhance the welfare of people around the world. Some of the specific English-related initiatives we have introduced for our junior and senior high students include our supplemental reading program, the administration of the TOEIC Bridge test, overnight language training camps, and our Recitation Contest. We seek to build on the foundation already in place by providing high school students with more opportunities to improve their English skills through an extensive line-up of activities, such as school trips to Malaysia and short-term language training trips to Australia, as well as classes for students to study a second foreign language and Help teaching materials that allow students to interact with native speakers of English. In the future, we also plan to have our students take the TOEIC test.

Introducing the TOEIC Test in the Second Year of High School to Help Develop Tomorrow’s Global Leaders

Tetsuo HisanagaPrincipal

●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●　●

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Making Effective Use of TOEIC®　Bridge and the TOEIC®　Test to Suit Different Courses

InterviewKinki University High School

KinkiUniversityHighSchoolgarneredconsiderableattentionforitsCyberCampusinitiative,inwhichall1,042offirst-yearstudentsenteringin2013wereissuedatabletcomputernamedCyberCampus,loadedwithuniqueapplications.Theschool’sprincipal,TadahideOkazaki,explainstherationale:“Theold‘chalkandtalk’classesarenotsufficientforstudentstocultivatetheskillsthey’llneedtoleadrobustlivesinourhi-techage.Wedecidedtodistributetabletcomputerstoallnewstudentsasawayofpromotingastyleofeducationthatincorporatesinformationandcommunicationstechnology.” Alongwithprovidingclassroomlearningmaterials,thetabletsserveasportablecommunication-basedlearningtoolsthatstudentscanusefortheirindependentstudy.IntroducingthetabletshasbroughtchangetoEnglishclassesandtransformedtheconventionallessonformat.Now,studentscanwatchtheteacher’slectureinadvanceandusetheclassroomtimetodebatetheissuesandapplythelessonslearnedinamuchmoreparticipatorystyle.

KinkiUniversityHighSchooloffersfiveeducationalcoursestailoredtodifferentcareerpaths.OneofthesecoursesistheKinkiUniversity

Distribution of Tablet Computers to All New Students Demonstrates the Increased Role of Information and Communications Technology in English Education

Kinki University High School offers students five different educational courses, each tailored to particular career paths and levels of aptitude. English instruction differs in accordance with each of the courses. The Kinki University Course, for instance, features the use of TOEIC Bridge, while for the Special English Course students take the TOEIC test.

School Overview

Kinki University High School19392,974 students (as of Sep. 2013)

Name：Founded：

Student body：

Founded in 1939 as the Nippon Industrial School, Kinki University High School adopted its current name in 1949. The school is known for its enormous scale; it has a student body of roughly 3,000 students and an alumni association that numbers around 65,000. The school offers five discrete courses of education, and around half of its students advance to Kinki University upon graduation. Extracurricular activities are emphasized at the school, and many of its clubs are regular fixtures at regional and national competitions.

Kinki University High School

Dean of the International Education Division

Tadahide Okazaki Toshio Koshikawa Hiroshi HiguchiSupervisor of the English Department

Principal

TOEIC Bridge is a Central Part of the Kinki University Course Held in Partnership with Kinki University

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● Published by Market Development UnitThe Institute for International Business Communication (IIBC)Sanno Grand Building 2-14-2, Nagata-cho, Chiyoda-ku, Tokyo 100-0014, JapanPhone: 81/03-5521-5012 Fax: 81/03-3581-5512Official Website: http://www.toeic.or.jp

Course,whichisconductedtogetherwithKinkiUniversity.Thecoursedrawsontheuniquebenefitsofauniversity-affiliatedhighschoolbyfeaturingspeciallecturesbyKinkiUniversityprofessorsandholdingtheEnglishlessonsintheuniversity’sfacilities.ThecourseisbasedontheassumptionthatstudentsupongraduationwillenrollinKinkiUniversity,whichmeanstheyareexemptfromtheentranceexaminationthatwouldotherwiseberequired.Inotherwords,oneoutstandingfeatureoftheKinkiUniversityCourseisthatitreplacesmanyoftheinput-basedlessonsstudentsnormallyrequiretoprepareforexaminationswithpractical,output-basedEnglishclassesaimedatdevelopingcommunicativeability. AspartoftheKinkiUniversityCourse,allsecond-yearandthird-yearstudentstakeTOEICBridge.HiroshiHiguchi,supervisoroftheEnglishDepartment,explainsthereasonforintroducingthetest:“KinkiUniversityusestheTOEICProgramaspartofitsplacementtests,soweadoptedTOEICBridgetogivestudentsanintroductiontotheprograminawaythatisnottoodauntingforbeginnerorandintermediatelevelstudents.WehaveourstudentstakeTOEICBridgethreetimes—inthethirdtermofthesecondyear,andthesecondandthirdtermsofthethirdyear.ThisallowsustotracktheirprogressinEnglishandprovidesthemwithalead-intotheTOEICtesttheywilltakeuponenteringtheuniversity.Inaddition,wehaveasysteminplaceforTOEICscorestobereflectedinthecurriculum.”

KinkiUniversityHighSchoolestablisheditsInternationalCoursein1987andhasbeenusingtheTOEICtestformorethanadecade.In2012,

The TOEIC® Newsletter is published quarterly by the Institute for International Business Communication (IIBC) in Japanese. It features how the TOEIC program is used effectively within companies, universities and other institutions. We offer the latest case studies of TOEIC program usage to our clients, so they can take full advantage of the TOEIC program within their organization. In this journal, we also introduce a trend of global human resources development and the globalization movement in Japan. This issue is a summary of the TOEIC Newsletter No.119 (issued: October 2013) translated into English by IIBC for its readers around the world.

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

Issued: December 2013

theInternationalCoursewasreplacedwiththeSpecialEnglishCourse,whichcontinuestoutilizetheTOEICtest.ToshioKoshikawa,deanoftheInternationalEducationDivision,explainstheaimoftheSpecialEnglishCourse:WewanttoproducegloballeaderswhocanusepracticalEnglishasatooltocontributetotheinternationalcommunity.Forus,theTOEICtestisameansofmotivatingourstudentstostrivetowardbecominggloballeaders.Eachstudenttakesthetesttwiceayear,startingfromtheirveryfirstyearatKinkiUniversityHighSchool,andthetargetscoreis700.” SpecialEnglishCoursestudentsgetinternationalexposurefromtheoutset.Intheirfirstyear,studentsparticipateinathree-weekoverseaslanguagetrainingtrip.Theycanalsoopttoparticipateinotherprograms,suchasathree-monthoverseasstudyprogram,anintensiveoverseasEnglishstudyprogram,andaone-yearoverseasstudyprogram.Theschoolhasforeignnationalsasassistantlanguageteachers,andhome-roomactivitiesareconductedinEnglish. “TheabilitytospeakEnglishwillbeanabsoluterequirementforthoseenteringtheworkforceinthefuture,”explainsMr.Okazaki,“andtheSpecialEnglishCoursewillsurelyhelpstudentsgainthatcapability.”

The distribution of tablet computers to all new students demonstrates the increased role of information and communications technology in education.

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The Special English Course Aims for a 700 TOEIC Score to Cultivate Global Leaders