An Acoustic Way to Support Japanese Children’s Effective English Learning in School Classrooms

Abstract

In this paper, the importance of implementing good acoustic conditions in classrooms using sound amplification systems is investigated to support more effective English education for elementary school children. To date, the failure of educating English as a second language at Japanese schools has been demonstrated by poor English conversation ability of those who completed a compulsory six-year English language course at Japanese junior-high and high schools (age 12–18). To amend the situation, teaching English became compulsory at grade three (age 8–9) and above at most Japanese elementary schools in the 2020 academic year. We conducted acoustic measurements of two types of sound amplification systems, a pair of PC loudspeakers and another with a loudspeaker array, in a typical classroom at an elementary school in Japan. We also analysed English listening test results of 216 Japanese native children (age 11–12) who were learning English in their usual classes in Japan, to compare the effects of those two systems. Results of logistic regression analysis adjusted by the discrimination difficulty of word pairs demonstrated the statistically significant association between correct answer rate of the English tests and classroom acoustic factors. Although, on average, upgrading the sound amplification system had positive effects on the correct answer rate, it also had a negative impact when the word pairs had English phoneme contrasts that do not appear in Japanese phoneme structure. Combined with the acoustic measurements’ results, it was also revealed that heterogeneous sound fields that depend on seat positions could be compensated using sound amplification systems with loudspeaker arrays. Our findings suggest that improvement of both acoustic quality and teaching methods is required for children to acquire English communication skills effectively in their classroom.