横浜国立大学 英語統一テスト報告書

Unified English Test, a TOEFL-ITP testing for all the freshmen, has been administered on YNU campus with several major refinements since 2001, while the baton of its administration was completely handed over to English Education Section from the English education committee in 2004. A report on the administration of this annual project over the past seventeen years would make a good review to create an appropriate guideline for the future course of English Education of YNU. This report provides three parts in reviewing Unified English Test: 1) its introduction and the record of 16-year administration until the academic year of 2016, 2) statistical survey on the test results, and 3) analysis of learning conditions of returners (i.e. those students who failed in the previous years). All the three statements will show that Unified English Test constitutes the core significance of English Education of YNU. Chapter 1: This chapter reads a 16-year record of TOEFL test for all the freshmen by presenting why the test was started and how it has been conducted on campus. Finally, the last part shows the comparison of TOEFL-ITP scores from the academic year 2011 to 2016, and leads to the next chapter for more detailed statistical analysis. Chapter 2: The data presented in this chapter are based on the results of the tests taken by YNU freshmen from the academic year 2011 to 2016. The TOEFL average score is increasing almost every year and yet the results are not really satisfactory when viewed from the international level. Taking into consideration that in general the freshmen in each faculty have different views of learning English and their future use of English, we will never stop making better our English language program through which we can develop autonomous learning skills of intermediate-level YNU students. We hope that this vision will articulate ambitious goals for our YNU students. Chapter 3: From the survey of returner students, current e-learning course for returner students is cost-effective considering the limitation of human resource budget. It also provides more learning 42 opportunities for students due to the asynchronous nature of e-learning. However, the requirement of learner's autonomy, an essential feature of successful e-learners, remains a severe obstacle for them to complete the course.