■ 改善への取り組み
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前年度(2025年度分)の点検・評価項目
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●１．授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
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My syllabi and course objectives aligned with the overall aims of my teaching policy and plans, as reflected in these seven classes: 1.) In my Introduction to Public Speaking and Presentations and Public Speaking and Presentation Skills classes, I adapted evaluation methods to suit the range of student abilities, ensuring fair assessment and helping students build confidence and delivery skills; 2.) My MCP Contemporary Issues course met its objectives, with both international and Shudo students engaging in collaborative tasks and meaningful cross-cultural dialogue; 3.) For GCE Community_06 English I, II, and III, students at the intermediate to high level achieved planned gains in their speaking, listening, and reading skills; 4.) While my 英語圏留学入門 11 and 12 courses helped prepare prospective study abroad students through content about North America, 英語圏留学入門 13 was more difficult to teach because it combined Shudo students with high school students, revealing differing motivation and readiness levels; 5.) In 中長期スタディ・アブロード（事後）_11, students reflected on their study abroad experiences and future learning goals through pair and group work activities, followed by a final presentation; 6.) In my 資格英語VI 11 class, students understood the scope and structure of the four main sections of the IELTS exam; 7.) Finally, in 体験実践 02 at Hiroshima International School, some students connected off-campus learning to broader global outcomes, while others struggled with professional expectations and language demands, suggesting more pre-training is needed.
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●２．（１）教育内容・方法の工夫
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The quality and delivery of my classes were improved in four main ways: 1.) Through my continued participation in both online and face-to-face professional development events at the local and international level, I remained up to date with current approaches in second language acquisition, global education, and learner autonomy. In addition, to further refine my approach to teaching IELTS, I consulted with experienced instructors in this area, whose advice on materials and instructional techniques proved very useful; 2.) To support student engagement and enable a more flexible learning environment, I continued to refine the range of digital tools I already use in my classes, such as Google Classroom, Zoom, ChatGPT, Quizlet, and DeepL; 3.) This year, I opened my 体験実践 class to a colleague. The feedback I received was constructive and helped me better match student needs with my lesson structure and assessment approach; 4.) Between April 2025 and March 2026, I continued to work with colleagues on the development and review of the Shudo University early entrance English exams. Their perspectives, especially from a Japanese educational context, gave me a clearer understanding of the academic level of incoming students, which helped inform my course planning and materials selection.
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●４．学生による本学の授業評価アンケートの実施、分析、結果の活用状況
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I looked at two sets of evaluation data over the academic year and used the results to make changes where needed. The first data set came from my Global Community English I, II, and III courses. Overall, the student responses to questions about the course content, interaction, and satisfaction were generally positive, especially in GCE I, where the students appeared motivated and engaged. In GCE II, however, I felt that student energy declined somewhat, which may have reflected the adjustment period after their first semester. Therefore, by the time I taught GCE III, I made a more conscious effort to rely not only on the textbook, but added video on contemporary issues in Japan, which was easy to understand and helped generate more discussion. I also introduced more AI-supported language activities, which aided student pronunciation and confidence in speaking. The second set of data came from my 英語圏留学入門_11 and _12 courses. The response rate for _11 was low and the feedback seemed less positive. In response, I encouraged the students in _12 to provide more comments and made an effort to give clearer written instructions in Japanese. As a result, I felt that the student responses in _12 were more positive overall. Across all of these classes, most students reported spending about one hour on homework, which was generally in line with my expectations. Moving forward, I will continue to make adjustments based on student feedback and my own classroom observations in order to improve clarity, engagement, and overall learning outcomes.
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●５．授業公開の実施状況
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Intro. to Public Speaking andを公開し、参観者は0人だった。体験実践_02を公開し、参観者は1人だった。Global Community English Ⅲ_06を公開し、参観者は0人だった。
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●７．学生からの勉学（単位僅少学生への対応など）、生活、進路・就職などの相談への対応
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There were several instances where I gave meaningful guidance to students over this year: 1.) For their 体験実践_02 classes, although I could not invite former Shudo students to speak about their previous volunteer placements at Hiroshima International School, I instead spent considerable time in pre-training using past student daily reports. These reports helped current students better understand the expectations of working and communicating in a multicultural environment. I also organized a September 17 Zoom session where students met directly with their HIS placement supervisors to discuss expectations and teaching preferences before beginning their volunteer work. In the final reflection session on November 19, students shared their successes and challenges. Many noted improvements in confidence and communication, while also recognizing difficulties such as understanding fast-paced instructions and hesitating to ask questions. Overall, this experience helped students better understand professional expectations and taking initiative. 2.) In my MCP Contemporary Issues class, I continued to bring Shudo and international students together for structured discussions on their academic goals and future plans. These sessions were held on June 24 and July 1. 3.) In my 中長期スタディ・アブロード(事後)_11 class, students examined their long-term career goals in relation to their overseas study experiences. The final classes focused on organizing and presenting their findings, which helped them better connect their experiences to their future academic and professional development.
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