Examining the efficacy of a new Japanese Course of Study in enhancement of Japanese primary school pupils’ English proficiency

This study examines the efficacy of a new Course of Study (COS) developed in Japan in enhancing public primary school pupils' proficiency in English, using a global standardized test: Pre A1 Starters (Cambridge Assessment English (hereafter UCLES), 2018). The study investigated (1) pupils' proficiency using a standardized examination aligned to the Common European Framework of Reference for Languages: Learning, teaching, assessment (hereafter CEFR), and (2) the effects of materials including textbooks and teaching methods.

The new COS, based on the CEFR, was implemented in 2020. The goal of primary school is to achieve CEFR A1 upon graduation (MEXT, 2015). To make a smooth transition, an advanced incremental implementation was started in 2018, and textbooks and teaching guides were distributed to primary schools nationwide.

The research was conducted four times - in September 2018, February and September 2019, and February 2020, on 81 fifth and sixth graders in a public primary school in the suburbs of Tokyo. Sample papers of Pre A1 Starters (UCLES, 2018) and an official test were administered. Pre A1 Starters consists of three papers: Listening (L), Speaking (S), and Reading & Writing (RW). In the official test, each paper carries 5 points and a total score of 10 points or more shows that the candidate is ready to take A1 Movers. The results of the official tests showed that the average scores for fifth graders were 1.51 (RW), 2.09 (L), and 4.00 (S); and 2.04 (RW), 3.43 (L), and 4.13 (S) for sixth graders. The difference in RW and L scores between the two grades was statistically significant (RW, p < .05; L, p < .001), while for S it was not. Their performances reflect the effects of the COS.

In this presentation, we will show the detailed results and discuss the efficacy of the new COS.