Blended Learning Approach in Learning English Communication Skills for Japanese College Students

Abstract

In universities and colleges throughout Japan, traditional teacher-centered teaching methods have long been the norm. This study examines how Japanese college students (JCS) learn English Communication Skills (ECS) and how an innovative blended learning approach affects their progress. The study includes 57 JCS who are enrolled in required ECS courses at a Japanese vocational school. Data were collected through structured interviews and questionnaires using a case study design. The study aims to answer the following questions: (a) How do Japanese college students (JCS) at vocational schools perceive their experience with blended learning in ECS courses? (b) What are the benefits, opportunities, and challenges associated with using blended learning to teach English Communication Skills (ECS) at vocational schools in Japan? The results indicate that JCSs have positive experiences with blended learning, as evidenced by high scores in terms of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), and students are satisfied with the user-friendly Learning Management System (LMS) used in this approach. This study highlights the benefits and challenges of using blended learning to improve ECS among JCS.