日本大学生産工学部　研究報告B（文系）第51巻

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─ 42 ─English Café but they have to go to part-time jobs or class.” Certainly, an extra session every week would be a way to ad-dress one of the barriers to participation in English Cafe.Finally, all of the respondents are looking forward to join-ing English Cafe again in the next academic year.6. DiscussionAn analysis of the responses of the participants in the sur-vey reveals four broad themes: academics, relationships, cul-ture, and obstacles, summarized below in Table 6.For the students, English Cafe can be viewed as an actual physical space where they can improve their academic skills, build relationships with professors and each other, and learn about different cultures. On the other hand, some students see barriers to entry to English Cafe because of their perceived in-ability to communicate in English and/or because of schedul-ing conicts. For these students, the desire to participate in the program seems impossible to fulll.In the coming academic years, English Cafe should address this question of scheduling, perhaps adding a second weekly Table 6 Broad Themes in the Responses of ParticipantsAcademic Skills・ Speaking & listening skills in English・ TOEIC Score・ Grammar・ Vocabulary・ PronunciationSocial Relationships・ Making Friends・ Interacting with other students and professorsCulture・ Learning about other cultures・ Enjoying holiday eventsBarriers to Participation・ Perceived lack of English skills・ English Cafe only takes place once a week so some students are unable to attend due to schedule conicts.session at a different time of day. Care should also be taken that the program is not held at the same time as extracurricular English activities like ESS.To attempt to overcome other barriers to participation in the program, students with lower prociency in English should be provided with the necessary scaffolding to feel comfortable partaking in the activities. At the same time, the input they are exposed to should be sufciently challenging to allow them to improve their communicative competence (Krashen, 1985)3). Efforts should continue to be made to encourage as many stu-dents as possible to attend the welcome party at the beginning of the spring semester and to ensure that their experience is positive.This case study has shown that English Cafe is providing a necessary extracurricular academic, social, and cultural ser-vice to students of the CIT. The weekly meetings in the cafe-teria set an example for the surrounding students who can ob-serve global citizens of different cultures interacting in English and improving their skills and knowledge of the world in a natural and enjoyable manner.Acknowledgements:We thank Kiyomi Chujo, Professor, and Akira Hamada, As-sistant Professor, for their kind assistance and comments that greatly improved the report.References1)Pinar, A. (2016). Second Language Acquisition in a study abroad context: Findings and research directions. Co-lomb. Appl. Linguist. J., 18(2), pp. 83-94.2)Al-Ansari, S. (2000). Sheltered curricular exposure and unsheltered extra-curricular exposure as factors inuenc-ing the development of academic prociency in ESL. In-ternational Review of Applied Linguistics in Language Teaching, 38, 175-194.3)Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Harlow: Longman.