The Effects of Workshops on International Orientation and Self-Other Understanding: Attempts at CEFR A2 Level Classes in a Japanese Music College

Abstract

This study evaluates the effectiveness of workshops within English classes for Japanese music college students. The objective is to enhance the international orientation of music students and to foster intercultural understanding, as well as self- and other-understanding. The participants were 42 second-year students classified as “false beginners” at the CEFR A2 level of English proficiency. These students had limited basic English abilities and little practical use experience, with a background of low motivation for learning English. The study, designed as an alternative to traditional English remedial education, involved eight workshop-based lessons over one year. The post-workshop survey revealed that students recognized the importance of the workshops, gained a deeper understanding of internationality, and improved their communication skills and self-other understanding. However, limitations of the study include its focus on a small group of music students, reliance on self-reported data, and the absence of long-term follow-up. These factors hinder the generalization of the results and assessment of long-term effects. Future improvements and effective implementation of workshop-based programs are anticipated to address these limitations.