Speaker
Description
This study examines student engagement and satisfaction with English Learning Support at a Japanese university, focusing on lower-proficiency students. Users reported high satisfaction, but many non-users relied on informal or alternative resources, citing barriers such as unfamiliarity, unclear benefits, and busy schedules. They prioritised speaking practice over TOEIC improvement. Clearer communication of service benefits, instructor recommendations, and aligning support with students’ actual learning needs could enhance engagement, foster autonomy, and increase utilisation of available resources.
Summary
This study examines student engagement with English Learning Support at a Japanese university, focusing on lower-proficiency students. Non-users with lower proficiency often relied on informal or alternative institutional resources, citing barriers such as unfamiliarity, unclear benefits, and busy schedules. They prioritised speaking practice over TOEIC improvement. Enhancing communication about service benefits, integrating instructor recommendations, and aligning support services with students' actual learning needs could improve engagement, foster autonomy, and increase utilisation of available resources.
| Teaching Context | College and university education |
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