Educational policies of Japanese institutions of higher education regarding English language instruction have looked at both macro and micro level variables. Through conducting interviews researchers gained knowledge of how or if institutions portray their standards to students and staff and how those goals are displayed through curriculum. This research showed a disconnect between the stated goals and in class instruction. While the researchers looked at overall disconnects, none looked at specific universities and their programs. My study aims to fill that gap, focusing on a university known for its international approach to learning. The intention is to find if there is a perceptual mismatch between documented university English proficiency standards at Tokyo International University (TIU) and what is communicated with students. This investigation explores how (or if) their goals are communicated and if the students believe they are able to communicate in English conversational settings.



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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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