日本大学生産工学部　研究報告B（文系）第51巻

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─ 41 ─listening and speaking skills.”Another students went further, explaining the effect that participation in English Cafe has on his emotional state: “I can practice my English skills and can listen to my friend’s idea. And I can speak with professors and friends. I feel happy.” Yet another respondent spoke of the contentment his participation in the program brought him: “I had made friends with other Japanese students by the sessions. And I can practice my En-glish speaking. And the most important reason is I feel happy in the session.” Other participants referred only either to the linguistic or social aspects of their enjoyment of English Cafe.On the other hand two students explained that they only en-joyed English Cafe sometimes because they “can’t understand English”. These responses are important to the evaluation of English Cafe as they indicate a barrier to participation in the program, real or imagined, that some students may construct.5.4Learning Outcomes in English CafeMost students felt that they improved their linguistic skills, especially their aural and oral prociency. Furthermore, Fig. 2 shows that ve students felt that their knowledge about other cultures also improved, indicating some advancement in the CIT’s goal of promoting intercultural competence.Fig. 2 What have you learned in English Cafe?5.5Session SizeEight of the eleven respondents are happy with the average number of attendees at each session (an average of 11) be-cause with that number “everybody can talk.” On the other hand, two students would “be happier if more people came.” The breakdown of the ideal number of participants according to most respondents shown in Fig. 3 reects their satisfaction with the status quo:5.6Activities in English CafeFig. 4 shows that respondents reported that they were hap-py with the activities offered in the program, especially the discussions, vocabulary games, and parties. Indeed, the ability of the students to sustain discussions and interact with each other only in English improved as the year progressed. Atten-dance was higher than normal in sessions when parties were held as perhaps the decorations and festive food and activities created a more welcoming atmosphere than usual.Some students had recommendations for other activities for English Cafe, including watching movies, singing songs more often, and timed monologues.5.7Improving English CafeMost students think that English Cafe is perfect as it is, but one student offered the suggestion that sessions “should be held 2–4 times a week because some students want to go to Fig. 3 Ideal Session SizeFig. 4 Activities EnjoyedFig. 1 Reasons for Attending English Cafe