Report on the State of English Courses in the College of Industrial Technology１．Introduction ＊Assistant Professor, Faculty of Liberal Arts and Basic Sciences, College of Industrial Technology, Nihon University＊＊ Senior Assistant Professor, Faculty of Liberal Arts and Basic Sciences, College of Industrial Technology, Nihon To equip students for the demands of a globalized world, the College of Industrial Technology requires English courses designed to develop communication skills for international, academic, and professional contexts. Under the curriculum introduced in 2022, placement for second-year courses is based on surveys reflecting students’ preferences for oral communication, business English, or four-skills balanced classes. This paper examines course management practices and analyzes survey trends. Results show that over 30% of students in each department selected four-skills balanced courses, but preferences varied across departments. For instance, more than 30% of the Industrial Engineering and Management Department students prioritized business English for career goals, while the Civil Engineering Department favored conversational skills for practical communication. These findings highlight the need for tailored course design. Future efforts will focus on aligning materials and content with departmental objectives, such as career-specific vocabulary or enhanced conversational activities.Keywords:English as a Second Language, Needs Analysis, Common TextbooksThis paper reports on the implementation of English courses in the College of Industrial Technology (CIT), Nihon University. First, we examine how the operation of compulsory English courses up to the 2021 academic year (AY 2021) changed with the implementation of the 2022 curriculum. Next, we focus on the compulsory second-year courses, where class placement is conducted based on studentsʼ preferences, and analyze trends in Universitytheir responses. Through this analysis, we discuss the advantages and disadvantages of the current English course implementation and propose improvements to enhance studentsʼ English proficiency.1.1 English courses before AY 2022Until AY 2021, English courses offered by the Department of Liberal Arts and Basic Sciences were classified as “Compulsory Foundational Courses.” Under this previous curriculum, as shown in Table 1, students were required to take six types of English courses during 研究ノートNobuko IMATAKI＊ and Michelle JOHNSON＊＊今滝暢子＊，ミシェル・ジョンソン＊＊日本大学生産工学部研究報告B2025 年 ６ 月 第 58 巻─ 1 ─生産工学部の英語科目運営状況の報告
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