Increasing out-of-class study time of Japanese English as a foreign language university students

Japanese universities stress importance in developing English skills to use in the workplace, however, students do not reach this level by graduation. The problem addressed in this study was this lack of English skills among Japanese university students centered on increasing out-of-class study time. Based on Benson's theoretical framework of learner autonomy, this study investigated the relationships between 3 variables of learner autonomy, language learning anxiety, and study time among freshman non-English majors. A sequential explanatory mixed methods design included 3 preestablished surveys completed by a convenience sample of 173 students followed by 4 semi-structured interviews to understand students' language learning histories and anxieties. Results of the correlational analyses revealed a positive and significant association between learner autonomy and study time. Then, interview transcripts were examined revealing students were matriculating with no learner autonomy, high levels of language learning anxiety, and low amounts of study time. These findings were used to design a learner autonomy skills training program. Implementation of the program should create the necessary social change needed in higher education today by assisting universities in bettering learning environments that promote more effective out-of-class learning and ultimately allowing students to graduate with higher English language skills.