This report analyzed the changes in the implementation of English courses at the College of Industrial Technology, Nihon University, with a particular focus on the initiatives introduced in the AY 2022 curriculum. The analysis revealed the following key findings:First, one of the main features of the AY 2022 curriculum was the introduction of a class placement system that reflects studentsʼ preferences. This initiative aimed to enhance studentsʼ motivation for learning English by considering their interests and objectives. However, in practice, a large proportion of students chose the Four-Skills class, which can be seen as an extension of the first-year compulsory courses. This trend appears to be strongly influenced by the fact that the same textbooks used in first-year courses were assigned to this class. This suggests that when introducing new textbooks or teaching approaches, careful consideration is needed to minimize the psychological and financial burden on students.Second, differences in class-type preferences were observed across departments. For example, in the Mechanical Engineering, Architectural Engineering, and Conceptual Design departments, over 40％ of students chose the Business English class in both academic years, suggesting a stronger career-oriented mindset. This indicates that the educational goals of each department and studentsʼ career outlooks influence their decisions in English course selection. In contrast, in the Civil Engineering Department, a high percentage of students selected the Speaking class as their first choice, reflecting an emphasis on conversational skills for future job hunting and practical work settings. While these interpretations help us understand possible motivations, they remain speculative; we cannot directly infer studentsʼ intentions from their choices alone. Further investigation—such as follow-up surveys or interviews—will be essential to validate these assumptions and gain more accurate insights into the reasons behind their preferences. These findings indicate the necessity of further analyzing the specific needs of each department when designing English courses.Additionally, studentsʼ responses in the class placement preference survey provide valuable data for curriculum improvement. For instance, given the high proportion of students from specific departments selecting the Business English class, promoting TOEICʀor business English-related seminars and proposing new initiatives in these fields may be effective. Similarly, for students choosing the Speaking class, implementing more activity-based learning approaches to develop practical conversational skills for global settings may be beneficial. Measures such as connecting students with overseas internship programs could also contribute to aligning English education with departmental educational goals and student needs.While the AY 2022 curriculum has expanded the potential for more flexible English education that accommodates diverse student needs, further refinements are necessary for its effective implementation. In particular, a deeper understanding of the characteristics of each department and studentsʼ psychological aspects (such as reluctance to deviate from familiar classroom practices and embrace a new type of English class) will help optimize textbook selection and class management to maximize educational effectiveness. Additionally, the issue of two quarters within the academic year during which no compulsory English courses are taken by students warrants examination. These gaps in instruction may have an impact on educational effectiveness and studentsʼ motivation. As a future task, surveys among faculty members of specialized departments and industry representatives will be conducted to explore more effective approaches to English education in the context of ESP for science and engineering students.１） Kuroda, K., “Nihon no Eigo Kyōiku kara ‘Jimbun-kei Bias’ wo Tori-nozoke: Rikokei no (Elite) Gakusei Ikusei no tame no Eigo Kyoiku ni Mukete” (Against the “Humanities Bias” in the English Education in Japan Arguments for the English programs Specialized for Nurturing the (Elite) Students in Sciences and Engineering),” The Proceedings Compilation of New Approaches to English Language Education for Students of Science and Engineering in Japan, 2010, pp. 11-27. 2） Shi, J., “Innovation for Higher Education: Developing and Managing an ESP Program at a References４．Conclusion─ 7 ─
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