Mar. 2020

Vol.140

Nami Kimura

Akemi Yamada

Feature A look at the “Survey Report on the Actual Usage of English” How companies, organizations and businesspersons are using English p4 Nami Kimura Human Capital Dept., Sompo Holdings, Inc. & Sompo Japan Nipponkoa Insurance Inc. p5 Satomi Nakagawa Akemi Yamada Manager General Administration Group GIC Integrated Operations Dept., Shiseido Co., Ltd. p6 Satomi Nakagawa Planning & Administration Section Global Business Development Dept., Idemitsu Kosan Co., Ltd. p8 Tatsunori Takahashi Vice President Business Customer Support Customer Services NTT Communications Corp.

Tatsunori Takahashi

My turning point brought about by English Culinary expert

組み合わせシステム（２） 縦組み スローガンなし Rika Yukimasa 英文

Published in March 2020 TOEIC Bridge ® Tests used for tryouts in the US Women’s Professional Lacrosse League p14 A look at the “Survey Report on the Actual Usage of English” Feature How companies, organizations, and businesspersons are using English

IIBC conducts a survey on how companies and organizations are actually using the TOEIC® Program for English education and other purposes, as well as a survey on the opinions of businesspersons regarding English. The results are compiled in the 2019 “Survey Report on the Actual Usage of English”.* In this feature, we look at companies that have actively incorporated English education and businesspersons who are studying every day to improve their English ability.

Part 1 Survey results on the position of English within companies and organizations

Gap seen between English educational measures and their results Task of maintaining and raising motivation

total sales, the most common skill needed is to respond to Level of English ability needed among employees is the emails received from overseas clients and branches. In cases ability to conduct discussions in English at meetings where a business or organization has 0% overseas, the most The survey targeted companies and organizations that took common English-related skill needed is to be able to handle part in either the public administration of the Secure simple business-related communications. These results Program or the Institutional Program (IP test) of the TOEIC® suggest that even if a company or organization says that it Program from January 2017 to August 2018. will need greater English ability in the future, the specific The survey found that 82.6% of the companies and content and level of that ability will depend on the business organizations identified English as a key skill; 67.0% of them situation in which it finds itself. thought it was important to enhance English abilities; and 61.0% said that their internal English use was limited to Gap between English education policies and effective methods those departments involved in overseas transactions. As for what the situation might be like in three years, only 38.8% of Next, let’s look at the English education measures of the companies and organizations surveyed expected internal companies and organizations and their effects. English use to be limited to departments dealing with The most common type of measure taken, cited by 51.9% overseas counterparts. This result indicates that many of those surveyed, was “in-house training taught by companies and organizations anticipate future English use instructors from outside training institutions”. This was will expand to departments not directly dealing with followed by “correspondence education”, at 44.9%; transactions overseas. “e-learning”, at 43.6%; and “overseas training”, at 35% (see The survey also looked at the goals that companies and Diagram 1). organizations have for the level of English skills to be The percentage of those dispatching individuals for acquired by their employees. “overseas training” differed, not surprisingly, depended on The most common response, at 19.9%, was ability the relative proportion of overseas sales. Only 13.9% of sufficient to discuss in English meetings (including companies and organizations with no overseas sales teleconferences), followed by the ability to respond to emails dispatched their personnel overseas for training, whereas or to telephone calls from overseas clients or branches, at the percentage rose to 46.3% among those with oversees 15.5%. sales accounting for 20% or more of overall sales. However, the types of skills expected of employees differ The survey also looked at the perceived effectiveness of depending on the relative importance of overseas sales to the English education measures implemented by companies the business or organization. In cases where such sales and organizations (see Diagram 2). account for 20% or more of the total, it is necessary for One noteworthy survey result is that “correspondence employees and to have high-level English skills, such as the education” and “e-learning” were not necessarily highly ability to take an overseas trip without the assistance of an evaluated. Although many companies and organizations are interpreter or the ability to be stationed overseas. Meanwhile, implementing those two measures, only a total of 30% in cases where overseas sales are between 1% and 19% of described the results as either “highly beneficial” or

2 IIBC NEWSLETTER Vol.140 March 2020 * The survey has three parts: I. Position of English within companies and organizations; II. Awareness of English among businesspersons; III. Utilization of the TOEIC® Program at companies and organizations. Diagram 1 Types of English training implemented (multiple answers allowed)

［％］ 60 Overall（n＝528） 20% or more overseas sales（n＝162） 50 1‒19% overseas sales of（n＝72） 0% overseas sales（n＝108） 40

30

20

10 5.5 3.4 3.2 1.9 51.9 44.9 43.6 35.0 19.1 15.0 14.0 13.4 10.6 0 training institutions by instructors from In-house training taught Correspondence education E-learning training Dispatching to overseas language ability Job assignments based on like conversation classes Support for in-house activities to domestic training institutions Dispatching employees/staff company instructors In-house training taught by requiring overseas interaction Periodic experience of jobs work together with other staff in projects and having them Including non-Japanese staff supervisors Assigning non-Japanese overseas business sites) positions (including staff to management Appointing non-Japanese volunteer work using English like language Encouraging external activities

Diagram 2 Results of English measures taken (answer relevant items)

■ Great benefit ■ Some benefit ■ Can’t say either way * Most figures under 5% are not shown (those ［％］ ■ Not much benefit ■ No benefit ■ No response that are shown include relatively low n-values) 100 5.9 6.3 5.6 10.5 9.6 5.4 16.7 90 16.2 17.9 5.9 20.0 20.1 19.7 31.0 17.6 11.8 80 35.6

70 44.3

60 54.9 56.1

50 63.2 66.7 69.6 58.8 70.0 60.8 40 69.3 58.6 71.8 58.4 30 43.0 20 30.8 31.3

10 18.4 16.7 17.6 12.2 10.7 10.3 10.0 5.5 1.3 0.9 3.0 3.8 1.4 0 （ ｎ （ ｎ （ ｎ （ ｎ institutions by instructors from training In-house training taught Correspondence education E-learning training Dispatching to overseas language ability Job assignments based on like conversation classes Support for in-house activities to domestic training institutions Dispatching employees/staff company instructors In-house training taught by requiring overseas interaction Periodic experience of jobs work together with other staff in projects and having them Including non-Japanese staff supervisors Assigning non-Japanese sites) (including overseas business to management positions Appointing non-Japanese staff volunteer work using English like language Encouraging external activities ＝ ＝ ＝ ＝ （ ｎ 237） 74） 56） 29） （ ｎ （ ｎ ＝ （ ｎ ＝ ＝ （ ｎ 17） ＝ 185 （ ｎ 230） ） （ ｎ ＝ 27）4 18 ＝ ＝ （ ｎ ） （ ｎ 10） 101） ＝ ＝ 71 79） ）

IIBC NEWSLETTER Vol.140 March 2020 3 “somewhat beneficial.” This revealed a gap between the Clearly, this issue of maintaining and raising motivation is English education measures actually being taken and the the biggest problem facing English education. real benefits of those measures. The second and third biggest problems, at 41.5% and It seems that “correspondence education” and 40.2%, respectively, were “the divergence of individual “e-learning “often involved the autonomous learning of levels that makes it hard for beginners to improve”, and employees, so it may have been hard for companies and “the abundance of job tasks that makes it hard to take organizations to raise English ability to the desired level. part in training”. As for measures considered to be effective by surveyed Even within the same organization, the English skills of companies and organizations, 81.6% of them pointed to employees diverge greatly. The survey results show that “overseas training”; followed by “in-house training taught many companies and organizations have struggled to by outside instructors”, at 74.8%; and “job assignments figure out what level to mainly target for English education based on language ability”, at 61.4%. and how to run programs so that beginners who lack In the cases of overseas training as well as in-house confidence about their ability to learn English can make training and language-based job assignments, employees improvements. Another issue is that the impact of the are obliged to use English, which places them in an work reforms in Japan has made it more difficult to environment where they have to learn, so it can be schedule time for training. supposed that huge benefits ensue from this approach. The increase in the business situations where English is necessary coincides with greater public attention on Biggest task for English education is to maintain and learning English. However, the survey results reveal that raise motivation many companies and organizations are still in a process of The survey asked companies and organizations about trial and error in trying to figure out what English level their issue related to their English education (see Diagram 3). employees need to reach and what sort of measures The most common issue facing the surveyed companies should be taken for them to acquire the necessary English and organizations, cited by 66.3% of them, was “not being skills. able to elicit and maintain enthusiasm from participants”.

Interview 1 Nami Kimura Human Capital Dept., Sompo Holdings, Inc. & Sompo Japan Nipponkoa Insurance Inc.

Aiming to improve company-wide English through contests, overseas training etc.

English expected to even be important for domestic business contest. departments as customers become more globalized “One great thing about the contest,” Kimura explains, “is that Sompo Japan Nipponkoa Insurance Inc., the core business of Tokyo- employees with high scores can tell other employees about effective based Sompo Japan Nipponkoa Holdings, Inc., is one of the companies learning methods, so everyone improves their English while helping in which opportunities to use English are expected to increase even each other. Being a member of a team also creates a sense of outside of the departments directly engaged in overseas transactions. responsibility so each person cannot neglect studying English. Since This situation parallels the results of “Survey Report we started the contest the number of employees on the Actual Usage of English” Nami Kimura, of taking the IP test has been increasing.” the company’s Human Capital Department, explains The recent IIBC survey reveals how companies more: and organizations are engaging in a process of trial “Currently, the need at our company for English and error to come up with effective policies for is centered on executives and the departments that English education. The idea of creating have to interact with overseas counterparts. opportunities for employees to learn together, as However, moving forward, it is expected that even Sompo Japan Nipponkoa Insurance has done, customers for our domestic business will become seems to offer a useful hint to those considering more globalized, so more departments will need to the best approach to take. use English in response.” Another initiative at Sompo Holdings is “the The company is thus recommending that all of its SOMPO Global University”, which is an overseas employees obtain a score of 730 or higher on the training system aimed at helping employees TOEIC® Listening & Reading Test (TOEIC® L&R). In envisage a career at the frontlines of the company’s order to improve employees’ English ability, the global business. The program involves sending the company offers the IP test four times a year, holds selected individuals to a business school at a an annual contest to raise English level, and also national university in Singapore, where they study conducts overseas training and other activities. But business management in English. The program thus the company emphasizes the need for employees to engage in self- aims for participants to cultivate both a management outlook and learning, so apart from overseas training the costs of learning are English skills through an intensive overseas experience in an borne, in principle, by the employees themselves. environment unfamiliar to most Japanese people. Employees improve their English while helping each other “We also have short-term overseas training programs that last “English Level Up” contest around one week, with the aim being to broaden participants’ One of the English educational initiatives the company is pursuing is perspectives. We want these overseas experiences to be an the “English Level Up” contest. Each department of Sompo Japan opportunity for employees to improve their English and clarify their Nipponkoa Insurance gathers a team of five or more members, and career vision. Employees who undergo this training can become role the teams compete against each other to see which one can raise its models for other employees, encouraging others to also take a average score on TOEIC® L&R the highest in six months. Every year proactive approach to learning English so that proficiency in English around 1,000 employees from around 120 teams compete in the throughout the company can be increased.”

4 IIBC NEWSLETTER Vol.140 March 2020 特集

Diagram 3 Issue related to English education (multiple answers allowed)

Not being able to elicit and 66.3 maintain enthusiasm from participants Divergence of individual levels make it hard for beginners to improve 41.5 Biggest issue is maintaining motivation Employees have too many job tasks to also do training. 40.2 for English education

Can’t find time during working hours for training 32.6

Difficult to objectively gauge the results of training 21.8

Difficult to incorporate an effective training program 21.6

Not able to secure adequate funding 14.2

Insufficient number of trainers, know-how, and experience 12.7

Unable to achieve cooperation between different 10.6 departments and organizations Difficult to receive permission from heads of departments to allow their staff to participate 8.3 Management not adequately aware of need to improve English ability of employees 7.6

No problem perceived 3.2

Other 4.9 n＝528 0 10 20 30 40 50 60 70 ［％］

Interview 2 Akemi Yamada Manager General Administration Group GIC Integrated Operations Dept., Shiseido Co., Ltd.

Assisting employees lacking confidence in their English ability amidst the shift to English as the in-house language

English communication is vital amidst increasing number of increase, they can move to a higher class. And for the next step, foreign employees not fluent in Japanese students that score over 730 can take a class for TOEIC® Speaking & The Shiseido Global Innovation Center (GIC) of Shiseido Co., Ltd., Writing Tests (TOEIC® S&W) and classes aimed at improving their located in Yokohama, is the home of many researchers involved in discussion skills. R&D. English is vital to these researchers as a tool for gathering According to Yamada, “the thing we have focused on most is information and for writing academic papers or making presentations. figuring out how to raise the motivation to learn and level of English Akemi Yamada, the GIC general administration group manager, who ability among employees who lack confidence in their English skills.” has been one of the leaders to raise English proficiency at GIC, offers This is the same task facing many of the companies and organizations the following comments: that took part in the IIBC survey. “Our head office made English the official in-house language in “What we emphasize to begin with is creating an atmosphere where 2018, and in recent years at GIC as well, there are more and more employees who are not so good at English will not be looked down at. foreign employees who do not speak so much Japanese. This has led Our evaluation standard is not whether someone is good at English or to a need among staff at GIC, including not only researchers but also not, but how much effort they make to learn and use the language. employees in the human resources, accounting, and general affairs And we try to cultivate an encouraging environment for them.” departments, to have a certain proficiency in English. Since English is Another thing that Yamada strives to do is actively communicate used in various situations at GIC, it was one of the first Shiseido with individual employees. If an employee is worried about a test departments to push for using English as the official in-house score, she might ask: “Are you able to find time for English study?” language.” This conveys the feeling that the person in charge is paying attention At present, Shiseido aims for all of its employees to score 730 or to them, which can help them to continue studying without giving up. higher on TOEIC® L&R, and this is a requirement for management She also tries to identify level employees. In the case where managers are supervising foreign causes of setbacks in employees who cannot understand Japanese so well, it is difficulty to learning and create special give appropriate guidance or properly evaluate personnel if the classes to remove such supervisor is lacking English skills. As the company as a whole problems. The example of becomes increasingly global, English has become a vital skill for initiatives at GIC shows the employees. importance of providing Evaluation based more on employee effort to learn than their fine-tuned support to raise current English level employee motivation and The IIBC survey reveals that many companies and organizations are raise English ability hiring instructors from training institutes for in-house training as an throughout an organization English education initiative, and Shiseido is also teaming up with a from the bottom up. language school to offer courses for its employees. Since the school is located near GIC, a system has been set up that allows employees to attend classes during working hours. Classes are organized according to students’ TOEIC® L&R scores. When students’ scores

IIBC NEWSLETTER Vol.140 March 2020 5 Part 2 Awareness of English among businesspersons

Employees looking for workplaces where they can use practical English But approach to study diverges among English learners

between the English businesspersons are actually using and Many businesspersons are looking for chances to use the skills companies and organizations desire. English at work The survey also asked businesspersons what challenges The businessperson survey targeted businesspersons in they face in trying to improve their English ability. The most their 20s to 50s who are registered on Nikkei Business common response, at 50.4%, was that there are not many Online, which is run by Nikkei Business Publications, Inc. chances to use English at work. It seems that many The survey found that, with regard to the respondents’ businesspersons think that their English could not help but English skills, the largest segment, at 23, 8%, said that their improve if they were given the chance to use it. English was good enough to greet other people, while 17.0% As for what sorts of English educational methods they said they could respond to emails from overseas business would like to use in the future, the top answer, at 34.8%, was partners and branches. Meanwhile, the survey of companies “overseas training”, followed by “e-learning”, at 27.0%, “in- and organizations found that 19.9% wanted their employees house training taught by outside instructors”, at 23.4%, and to be able to conduct discussion in meetings in English the “regular experience of having to do overseas-related (including teleconferencing). These results show the gap work” at 22.1%. This result also reveals the idea that

Interview 3 Satomi Nakagawa Planning & Administration Section Global Business Dept., Idemitsu Kosan Co., Ltd.

Learning English with study methods I discovered during child-care leave

Increasing added value related to English ability listening to the actors’ pronunciation. The second time she would expands the horizons of your work watch with Japanese subtitles to get the meaning, while also trying to After joining Showa Shell Sekiyu K.K. (present-day Idemitsu Kosan Co., grasp the English words and their pronunciation. The third time she Ltd.), Satomi Nakagawa was dispatched to Yokkaichi, Mie Prefecture watched the scene she would watch with English subtitles to see to work as a technician at an oil refinery. At the time she entered the whether the words were as she had imagined. On top of this, she company, her score on TOEIC® L&R was 750. She looks back on that would write down words that she was not yet able to use herself. period as follows: Then, finally, she would watch the whole thing again without any “As a technician, I used English to read manuals subtitles and see whether she could understand and exchange information with technicians in other everything. Later in the evening, while taking a bath, countries. But at the time I was not able to she would read aloud the notes she had taken. adequately convey what I wanted to say using In addition, in order to expand her output of English, and I was always in a passive position.” spoken English, she adopted the habit of speaking Nakagawa started to seriously study English after English to her child, while also engaging in online his first child was born and she took childcare leave conversation. in April 2018. “I thought that if I could combine my Thanks to this approach, she was able to get background as a technician with English ability, it score 925 on TOEIC® L&R that she took in would raise my added value and expand my work November 2018. For TOEIC® S&W, she also got horizons.” She also hoped to showcase her abilities 180 and 190 scores on the speaking and writing as a way to be transferred to the head office in sections, respectively. Tokyo, where her husband, who she had met in the Nakagawa’s method of actively engaging with workplace, had been transferred. With these clear video content and online conversation corresponds goals in mind, and as a way to avoid feeling isolated to the trend revealed by the survey on the study during the break from her business career to take methods of those scoring higher on TOEIC® L&R. care of her child, she embarked on a serious effort to improve her After returning from her childcare leave, Nakagawa was able to be English. transferred to the head office, where she was assigned to the Learning from TV drama series overseas business affairs department. English-only child raising Looking forward, Nakagawa shared with us her future goals: During her childcare leave, Nakagawa adopted the habit of using “I want to polish my English ability so that I can raise my English for her daily life. In order to gain more English input, she communicative ability beyond just making yes or no decisions based watched foreign TV dramas over the internet during the six times a on listening to others to also actively carry out my work related to day she breastfed her child. She would watch 10-minute scenes. The overseas business and influence counterparts.” first time she would watch without any subtitles, focusing mainly on

6 IIBC NEWSLETTER Vol.140 March 2020 特集

businesspersons are looking for an environment where they Answers from respondents showed that around 66.7% of have no choice but to study and use English. them studied during their commute or other times when they Measures considered to be effective by surveyed were in transit, which is around twice the amount the companies and organizations, as noted earlier, were overseas percentage among those scoring below 800. In other words, training, in-house training taught by outside instructors, and making effective use of available free time was key (see job assignments based on language ability. Not only are Diagram 5). businesspersons looking for practical methods of learning “Using language textbooks and workbooks” was the most English, but such methods also seem to bring the most popular study method among all those surveyed, at 42.5%, beneficial results. followed by “online applications”, at 39.2%. But 40% of those scoring 800 or more said “they watch movies and videos” as English learning styles differ depending on a study method, which is a much greater percentage TOEIC® L&R scores compared to those scoring under 800 (see Diagram 6). The survey of businesspersons inquired about English Other study methods that were more prevalent among learning styles (see Diagram 4). those scoring 800 or higher were “listening to English songs”, The survey looked at how many hours are spent on “making foreign friends”, and “conversing in English over studying per week, and found that those scoring 800 or Skype”. The results show their proactive effort to engage higher on TOEIC® L&R spend on 6:04 hours on average; with “natural” English. those scoring 600 to 795 spent 2:42 hours, and those It seems clear that the study methods of those higher scoring under 600 spent 2:40 hours. The results show a scorers could be effective for businesspersons seeking to clear difference between those scoring over and under 800. improve their English ability. The survey also looked at how those scoring 800 or more managed to secure around six hours per week to study.

Diagram 4 Ordinary English Study Habits

Q. Do you regularly study English? How many hours do you study per week? ［％］ Under 1 to 2 2 to 3 3 to 4 4 to 5 5 to 10 Over 10 Average hours 1 hours hours hours hours hours hours hours per week

Yes Overall（n＝186） 26.3 19.4 16.1 12.4 3.2 15.1 7.5 3h42m 39.9% 800 or more 23.3 15.0 8.3 11.7 3.3 18.3 20.0 6h4m n＝466 （n＝60）

600 to 795 29.8 25.5 12.8 12.8 0.0 14.9 4.3 2h42m No （n＝47） 60.1% Under 600 20.0 16.7 33.3 13.3 0.0 16.7 0.0 2h40m （n＝30）

Diagram 5 Times for Studying English (multiple answers allowed)

［％］ 70 Study times according Overall（n＝186） to test score 60 800 or more（n＝60） 600 to 795（n＝47） 50 800 or more Under 600（n＝30） 1. During commute/ 40 transit 2. Days off work 30 3. After work 600 to 795 20 1. Days off work 2. After work 10 3. During commute/ 2.7 53.2 20.4 45.2 48.4 10.8 19.4 transit 0 Days off work Before work After work transit commute/ During training) hours (on-job During work During breaks Other Under 600 1. Days off work 2. After work 3. During commute/ transit

IIBC NEWSLETTER Vol.140 March 2020 7 Diagram 6 English Study Methods (multiple answers allowed)

［％］ English study methods according to test score 50 Overall（n＝186） 800 or more（n＝60） Methods among all scores: Textbooks, test preparation books / Smartphone apps / Language school (online classes) / 600 to 795（n＝47） Correspondence education 40 Under 600（n＝30） 800 or more: English movies and videos / English newspapers, magazines, websites / English conversation over Skype / Listening to English songs ▲ 30 Tendency to use “natural” English 600 to 795: English courses on TV or radio Under 600: Materials for conversation such as CDs, etc. ▲ Tendency to use classes and educational materials 20

10 8.1 2.7 42.5 39.2 31.7 30.1 18.3 16.1 14.0 10.2 10.2 7.0 6.5

0 preparation books Textbooks, test Smartphone apps magazines, websites English newspapers, videos English movies and CDs, etc. conversation such as Materials for TV or radio English courses on songs Listening to English (classroom style) Language school Making foreign friends over Skype English conversation (online classes) Language school education Correspondence Other

Interview 4 Tatsunori Takahashi Vice President Business Customer Support Customer Services NTT Communications Corp.

Using little moments of free time to study English every day

Attitude toward English learning changed thanks to two- He uses his 90-minute train ride to and from work as an opportunity month overseas study to listen to BBC news podcasts. He keeps English textbooks in his Tatsunori Takahashi has been working within NTT Group companies bathroom at home to read, and each time he makes a point of writing for many years in IT-related service development departments. English 10 English sentences and reading them out loud. His approach is indispensable for obtaining the latest IT information, so he has had reflects an effective study method identified in the survey among many opportunities to encounter English during his career. But until higher test scores, who tend to use their free time effectively. recently he had not made a concerted effort to acquire speaking and During his time studying abroad, he was not able to speak much other skills besides the ability to read English. English. So when he got back to Japan he focused on improving his What changed his attitude was participating in the two-month speaking skills. One particularly effective approach was to switch AI Stanford Executive Program in 2016 recommended to him by the assistant, Alexa to English mode. This forced him to improve his company. pronunciation so that his input could be understood. In particularly, “Around 160 people from 37 countries took part in the program. this was useful in clearly checking whether he was pronouncing “L” One thing that really impressed me was the lively discussions during and “R” sounds correctly. classes, with many non-native speakers of English actively taking part. In addition, as a way to gauge his own speaking ability, Takahashi In that environment, some of the Japanese, including me, could not took the TOEIC® S&W. The first time he scored 160 on the Speaking adequately express ourselves in English. This made me realize that I and 160 on Writing, but the second time each score improved to 170. really needed to make more effort to improve my English.” “Moving forward, I want to improve not only my speaking but my Moreover, in his previous workplace, anyone who had studied communicative ability, abroad, even for a short period, was looked on as someone who was including the use of proficient in English, so after he returned to Japan he was dispatched gestures. It is a bit hard to to America on business trips once or twice a year, which gave him the improve this ability in Japan, opportunity to interact with local IT businesses and take part in so I need to increase my meetings. Takahashi recalls that he “felt a greater need to continue opportunities to go overseas studying in order to meet the expectations of those around me.” and communicate with local Effectively using free time by watching podcasts and reading people there.” As is clear English materials from such comments, Takahashi says that his most effective method for learning English is Takahashi’s motivation to to come into contact with English at least a little bit every day. He has learn English is increasing set himself the goal of consuming at least 30 minutes of online steadily. English content every day, even when he has to work overtime or attend a work-related event.

8 IIBC NEWSLETTER Vol.140 March 2020 特集

Part 3 Survey Results on Use of the TOEIC® Program by Companies and Organizations

Here we present the main results of a survey on the use of the TOEIC® Program by companies and businesses.

TOEIC® Listening & Reading Test

® Reasons for sing TOEIC Program (multiple answers allowed) Diagram 7 (multiple answers allowed) Diagram 8 Uses of Test Results n＝512 n＝512

High Recognition Screening ability of education/ 78.9 training participants 50.0

Easy to use (can be taken Evaluating benefits of 43.9 in-house/many test dates) 65.8 education/training

Many people take the tests 52.0 Standard for promotion 33.4 Standard for selecting Grading standards clear and 45.9 individuals for overseas 27.3 results easy to understand dispatches/trips

Appropriately measures Standard for hiring 41.4 24.4 necessary English ability new employees

Standard for transfer/ 22.5 Price of tests are appropriate 17.6 personnel changes Grasping progress of 19.9 Other 3.1 education/training Evaluating content of 14.6 0 20 40 60 80［％］ curricula/training

Other 5.9

0 20 40 60［％］

Diagram 9 Number of Times to Administer IP Test Depending on Size of Workforce

299 or fewer 58.3 30.6 2.8 5.6 2.8 employees（n＝72）

300 to 999 36.4 27.1 8.5 14.4 13.6 employees（n＝118）

1,000 to 9,999 31.4 34.0 9.0 10.3 15.4 employees（n＝156）

10,000 or more 25.3 34.2 7.6 7.6 25.3 employees（n＝79） 0 10 20 30 40 50 60 70 80 90 100 ［％］ ■ 1 time ■ 2 times ■ 3times ■ 4times ■ 5 times or more

® Diagram 10 Selection for Overseas Trips/Dispatches Diagram 11 Average TOEIC Program Scores Expected of Employees n＝528 ※Figures under 1％ are not shown

Persons taking overseas trips 6.6 32.0 10.8 50.2 New Mid-career Technical Sales Overseas employees hires departments departments departments

Persons TOEIC L&R 535 560 560 575 690 dispatched 9.7 40.3 10.2 39.4 overseas TOEIC Speaking Test 110 110 120 120 140 0 10 20 30 40 50 60 70 80 90 100 ［％］ TOEIC ■ Requirement Writing Test 110 110 130 120 140 ■ Evaluative tool Average TOEIC® L&R score when used for ■ May be introduced as requirement or evaluative tool Persons taking overseas Persons dispatched ■ requirement/evaluative tool trips（n＝81） overseas(n＝122） ■ Not used ■ No response 620 635

Use the QR code to the right to view A survey was also conducted at schools and the the “Survey Report on the Actual Usage results published in the “Survey Report on the Actual Usage of English”【Schools (Universities, of English”【Companies & Organizations High Schools, etc.】2019. Use the QR code to / Businesspersons.】2019. the right to view the survey report.

IIBC NEWSLETTER Vol.140 March 2020 9 My turning point brought about by English: Part 8

● Culinary Expert English and cooking Rika Yukimasa broadened my world Profile Born in Fukuoka Prefecture. Studied abroad as a high school student in the United States and Rika Yukimasa is a culinary expert who appears on NHK World to promote graduated from University of California, Japanese cuisine throughout the world. Encouraged by her father, she Berkeley. After returning to Japan, worked as a producer of TV commercials at an advertising decided to study abroad in the United States as a high school student, agency until 2007. Author of numerous publications, including Dareka kuru hi no menyū even though she hadn’t studied so hard up to that point. Her motivation to (Recipes to Serve Guests to Your Home), 19-ji learn English blossomed in the United States, making her realize that kara tsukuru gohan (Meals to Cook from 7pm), Biri kara hajimeru eigo jutsu (Starting English learning is a type of entertainment. Learning from Scratch). She developed a read- aloud app called Karaoke English to study all four English skills. Has hosted the program “Dining with the Chef” on NHK World, and promotes Japanese cuisine around the world.

pursue that goal, I decided I would need to learn English Starting from zero in English before I graduate, so I asked my parents to pay for me to Love of learning sparked while studying in the US study abroad instead of using that money to send me to At school I was not a very good student. As a junior in high university. And so, without any English ability, I set out to school, I was in the bottom-half of my class. I was thinking study abroad at a high school in the United States. that I’d just start working after graduation, but there wasn’t Naturally, at first I did not understand anything that anything in particular I wanted to do or anything that I was people around me were saying. But after living there a while I particularly good at. I was looking around to find something I could pick up on the conversational patterns. So when would be slightly good at and what came to mind was meeting friends in the morning at school, I could greet them English. Although my grammar and reading skills were almost by asking “What’s up” or answering “Not much” when they nonexistent, I liked to imitate people singing English songs greeted me. And every time I went to the restaurant the and my teacher praised me for having a good accent. My waiting staff would ask: “What would you like?” By learning father also encouraged me, telling me that, “As long as you those sort of set phrases, I was able after nine months to at can be the best at something among everyone within a 5-km least engage in conversations. radius, you’ll be able to find a job.” So I resolved that I would That sparked my desire to learn even more English. But become a teacher to instruct local kids in English. In order to my family did not have the financial resources to continue

10 IIBC NEWSLETTER Vol.140 March 2020 paying for me to study abroad. My host family in the States project by myself, from the planning stage all the way up to suggested that I might try going to junior college while doing production. But by doing that I gained a lot of business some work around the house for them to earn money. My know-how. job ended up being cooking dinner for them five times a One thing I realized from working overseas is that what’s week. I was not such a good cook to begin with, but it made important is not so much English ability as negotiating skills. me happy when they liked some of the things I cooked, and For example in the case of emails, Japanese tend to worry so I continued to cook for them for two years, relying a lot about what the other person might think and end up using on recipes from Japan that my mother sent me. That vague, roundabout expressions, whereas the other person experience led directly to my career as a culinary expert. might very simply just write about the matter at hand. Simple English of about junior-high level is enough to make yourself Simple English is fine for work overseas understood. At the same time, though, people overseas will But you need negotiating skills throw out a demand straight at you, so unless you have the At junior college, reading and writing became more important strong will and negotiating ability to calmly stick to your for me, so I had to focus on learning grammar, which had position without flinching, you won’t be able to build an equal been my week point. But there weren’t any courses on relationship no matter how good your English might be. difficult grammar as are taught in Japan. For my grammar Even while I was working for a company I still enjoyed class, we just had to repeat out loud many times certain cooking and would invite friends and acquaintances over for sentence patterns, and then use those patterns to create dinner and teach them recipes. My recipes spread by word our own simple sentences, over and over. This way of of mouth until I ended up publishing a cookbook and learning really suited me, so I could quickly acquire English launching my career as a culinary researcher. My recipes ability in just a few months and my grades at school kept were simple recipes for Japanese cuisine that would allow improving. I went on to transfer to the University of anyone to make a delicious meal, as well as recipes that California, Berkeley, as my professor recommended, and people could use to host parties. It was all based on the eventually graduated from there. Whereas in Japan I had not experience I had had while living abroad making food that cared much for studying and my grades in high school had pleased my host family and dormitory mates. been so low, now I was completely absorbed in my studies. Since I could speak English, became a regular on a I had some interest in going on to graduate school, but at cooking show broadcast on NHK World to other countries, the same time I thought I should get a job, so I returned to and this spring I have plans to publish a book with English Japan and entered recipes of Japanese dishes. an advertising firm. I did various jobs, Learning is the best entertainment Speaking English gives you access information of dozens of times such as copywriting, planning for English and cooking are the two pillars that have supported commercials, and me. By acquiring skills in both I have really broadened the handling dimensions of my life and also been blessed to meet many commercials aimed people. I did not learn about English and cooking in some at foreign markets. reluctant way to memorize facts for a test. In the case of Since our budget English, I started off imitating sounds. That was my simple and personnel were starting point, and the enjoyment I got from being able to do limited, my job was that led me to want to speak English, which in turn led me to quite challenging, want to study reading and writing. Similarly with cooking, such as going when I was able to cook something well that pleased people, overseas alone and it made me want to strive to do even better. I think it’s handling everything important to have that upward spiral where you want to Receiving her degree in political science at the University of California, Berkeley, for finishing a study more and more because it’s fun. graduation ceremony When I was teaching my second-oldest daughter how to read in Japanese, she was having trouble at first learning hiragana. But suddenly she was able to just read the syllabic character no, and from there she quickly learned the rest. If you think something is fun or gain an interest in something, the rest is a natural process of self-learning and growth. From that experience, I became interested in education and started a company that provides learning content to children. Learning is the greatest form of entertainment. When you learn something you hadn’t known, your world broadens. Particularly in our world today where IT is advancing, if you can learn English it allows you to access many times more information. I want children to have fun studying and acquiring English. And in my own case I want to keep studying.

Holding a meeting about a TV commercial for Canada when she worked for an advertising agency

IIBC NEWSLETTER Vol.140 March 2020 11 Introducing English-related initiatives in various fields

Textbook on English hospitality for use at frontlines of accommodating tourists from overseas countries

Enhancing ability to respond to foreign tourists whose numbers are expected to grow

Every year the number of tourists from overseas countries staying at traditional inns (ryokan) and hotels in Japan is rising. In response, many persons employed in this sector are undergoing regular training to be able to offer distinctive Japanese hospitality to these visitors. Amidst this situation, the youth group of the All Japan Ryokan Hotel Association, which organizes around 16,000 traditional inns and hotels nationwide, set up the Distribution Chanel and Inbound Tourism Committee, which makes preparations to better serve international tourists visiting Japan and promote traditional Japanese inns overseas. Manami Kobayashi, a waitress at the Uematsuya ryokan in Nagano Prefecture, has The predecessor of the current committee, which focused become more confident in English by using the Inbound Textbook Of, By, and ForRyokan on strategy for inbound tourists, implemented a nationwide survey of ryokan in 2013. The survey results found that only Nagano Prefecture, had the following to say about using the around 40% of the English explanations offered to foreign textbook: “Up to now I have used translation websites to deal guests were comprehensible. The survey also made clear with customers, but I have been able to put to use the that many staff at ryokan felt anxiety about their English content of the textbook directly for my communication with ability, and based on that efforts were made to eliminate customers because it allows me to immediately verify what I such anxiety and allow staff to interact more confidently with want to say and provide me with useful expressions for my guests. job.” Kobayashi is studying English on her own because she wants to be able to speak the language even better. English manual created to meet the specific needs After the textbook was distributed, there were a growing of ryokan number of requests to also include content related to sales One related initiative is the Inbound Textbook Of, By, and For activities, so in 2019 a new intermediate-level textbook was Ryokan, created in 2016. released. The textbook includes examples from ryokan and “This is the manual we created with content specifically hotels where many foreign guests stay, as well as content suitable to ryokan that staff at the workplace can directly for encouraging ryokan to accept foreign guests. put into use,” explains Harunosuke Kurasawa, the assistant The committee in charge of the textbook is also manager of the committee. “The concept is to include simple coordinating with foreign-owned online travel agents (OTAs) words and expressions so that staff not confident in English that are used by many overseas travelers to make will be able to communicate. In addition, the beginning of the reservations, as the manager, Hisashi Shibano, explains: textbook includes information on the cultures of various “Sometimes trouble arises when reservations are made via countries because it is necessary to understand cultural overseas OTAs because several companies are involved as differences in order to accommodate guests.” intermediaries between customers and the ryokan, so that The textbook also includes sections on how to respond by information provided in advance can differ from that email to reservations, explanations of ryokan customs and provided by the ryokan itself. In order to avoid that situation, food items, and other model sentences in English that are we have negotiated with OTAs in order to simplify reservation useful at ryokan or hotels. “Just being able to converse procedures.” fluently does not always equate with hospitality, so it is The committee intends to continue its initiatives to support important to prepare the sort of explanations needed so that the welcoming of foreign guests to Japan by combining customers are not inconvenienced,” Kurasawa explains. intangible elements Manami Kobayashi, a waitress at the Uematsuya ryokan in like providing hospitality through English and tangible elements like the reservation system.

Around 15,000 copies of the textbook Hisashi Shibano (left) and Harunosuke Kurasawa (right), the manager and assistant have been distributed to hotels and manager of the All Japan Ryokan Hotel Association Youth Group’s Distribution ryokan around Japan and also posted on Channel and Inbound Tourism Committee the website of the youth section of the All Japan Ryokan Hotel Association.

12 IIBC NEWSLETTER Vol.140 March 2020 ■ Award ceremony held for the 11th IIBC Essay Contest Supporting ambitious high school students

Every year the IIBC Essay Contest is held to give high school such as the essay by First Prize winner Ayato Takeuchi, a students a chance to express how their personal experiences second-year student at Iwate Prefectural Kozukata High School, enhanced their understanding of other cultures. The 11th who wrote about how he learned the importance of “listening” contest held in 2019, as in the previous year, centered on from her parents who have hearing impairments. “Winning the the theme of a “cross-cultural experience that changed me.” prize made me feel that my way of living had been validated,” Essays were received from 205 individuals from 138 schools he said. “I think that mutual understanding, on the personal or for the “Final Selection” and from 1,545 individuals from 37 global level, is possible when people try to listen to other schools for the “Contribution Prize”. This year marked the peoples’ feelings. My dream is to work in a job that allows me highest number of entrants for the “Final Selection,” and to use English and help people with disabilities.” eight winners were chosen among them. The award Some of the comments from the other prize winners about ceremony for the contest was held at the Hotel New Otani in their ambitious future plans included the following: “Winning Tokyo on November 9, 2019. Many people attended the this prize will encourage me to pursue my dream of ceremony, including the award winners as well as the judges, contributing to society by becoming a teacher”; “I want to and the students’ teachers and guardians. encounter all sorts of people in the years ahead to learn about The most common content among the submissions for the other cultures and become a person who can be active on the contest concerned experiences gained while overseas, but global stage.” there were also many essays relating experiences in Japan with Moving forward, we aim to continue to support high school different cultures, including differences within one’s own family, students’ future through the IIBC Essay Contest.

Award Winners

First Prize ／ America-Japan Second Prize ／ America-Japan Third Prize ／ America-Japan Society President’s Prize Society President’s Prize Society President’s Prize Ayato Takeuchi Ayumi Nagatomi Eimi Mori 2nd-year student, Iwate Prefectural 1st-year student, Hiroo Gakuen 3rd-year student, Fuji Sacred Heart Kozukata High School Junior and Senior High School Middle and High School Title: “Listening to Silence” Title: “What Oba-Chan Taught Me” Title: “How an Overseas Experience Opened My Eyes

Special Prize Contribution Prize Riizu Nirei Rinko Kawamoto 37 schools, 1,545 entrants 1st-year student, Kichijo Girl’s School 3rd-year student, United World College Title: “From Coexistence to Better ISAK Japan ※Final Selection: Up to 2 entrants per Communication” Title: “Instant Ramen” school allowed; 8 winners chosen Mimi Kaminaga Kanako Wakabayashi ※Contribution Prize: Given to 20 or 2nd year student, Clark Memorial 3rd-year student, Clark Memorial more entrants (essays) per school International High School Umeda Campus International High School Kyoto Campus ※America-Japan Society President’s Title: “More than Just a Problem Child” Title: “Is Nature a Museum?” Prize: Given to 3 entrants (essays) among Final Selection submissions, as Risa Omura chosen by the America-Japan Society 1st-year student, Hamamatsu Nittai from the perspective of outstanding Junior and Senior High School content related to international Title: “Outsider” understanding and exchange Ayato Takeuchi (above), winner of the First Prize Award recipients chatting with each other (below)

The award-winning essays for the Final Selection and Incentive Award have been IIBC NEWSLETTER Vol.140 March 2020 13 posted on the IIBC website: https://www.iibc-global.org/iibc/activity/essay/2019.html ■ TOEIC Bridge® Tests used for tryouts in the US Women’s Professional Lacrosse League English becoming increasingly important to Lacrosse

Match played at the tryout for the Women’s Professional Lacrosse League

Lacrosse is a sport that is being considered as an official Olympic event. English is thus becoming more important to Lacrosse players. Lacrosse player with Amidst this trend, the Women’s Professional Lacrosse overseas experience shares League (WPLL) administered the TOEIC Bridge® Tests for ideas on what kind of English tryouts held in Asia, in cooperation with IIBC. The aim of the ability is necessary tryouts was for Japanese players to become more aware of Lacrosse player, Ken Ikegawa global lacrosse and to put in place an environment where they can compete internationally. The event, launched in 2018, is During the orientation prior to the organized by the Executive Committee of World Crosse 2019*, tryout, I delivered a talk to the Born in 1987. Member in consultation with the WPLL. That same year the first female participating athletes about my time of the Stealers Lacrosse lacrosse player from Japan was chosen to be a member of the spent in Australia, how I learned Club. Began playing lacrosse as a student at WPLL team. English, and the importance of English. At the time I first competed in the Seikei University. Member of Japan’s According to the Executive Committee, the abilities needed World Cup, my English ability was non- national team that for a Japanese lacrosse player to be active on the global stage existent. There was a lot I wanted to competed at the World learn from top global players about are competitive Lacrosse skill, opportunities to undertake Cup in 2010, 2014, and training methods, but I wasn’t able to 2018. Was a member challenges, and adequate English skills to communicate with ask them. Based on my regret from ® of the Caulfield teammates and coaches. Players took The TOEIC Bridge that experience, I decided to study Lacrosse Club while Tests, as part of the tryout, to measure the four English skills abroad in Australia. While attending a studying abroad in language school there, I played for the of listening, reading, speaking, and writing. Along with use at Australia from 2012 to Caulfield Lacrosse Club, which had two 2013. tryouts, plans call for the tests to be used to promote members of the Australian national improvements in players’ English ability. team. Those two guys had real leadership ability and would stay very calm even when a game was not going well. When I asked them how they could remain so calm, they told me that as long as *A lacrosse competition that invites top world players from Canada, USA, and you’re playing well yourself, there’s no reason to be angry. That Australia, to Japan. was a big lesson for me that I needed, not only to learn English, but also acquire the mindset of top layers. Another important skill to have during a match is to negotiate with the officials. If a player is not able to use English in such cases, there is no choice but to rely on an interpreter instead of using your own words. This is another reason why it is so important to learn English. Along with English ability, it is necessary to clearly express yourself. I hope that players who want to compete overseas will undergo the stimulating experience of acquiring English skills and communicating with top world players.

Japanese players taking the TOEIC Bridge® Tests

14 IIBC NEWSLETTER Vol.140 March 2020 ■ Supporting an event jointly organized by the University of Tokyo Debate Society and Harvard Model Congress Asia Simulated conferences in English for high school students in Asia held

IIBC is actively providing support for initiatives that encourage young students to broaden their horizons to include the whole world. One example of this support is for Harvard Model Congress Asia, an event jointly organized by the University of Tokyo Debate Society and a student organization at Harvard University. At the event, held from January 11 to 13, around 500 high school students took part in a government simulation conference in English.

Endorsing the event’s aims Supporting young students

The aim of the Harvard Model Congress, which is administered a global scale by a student organization at Harvard University, is for high school students from around the globe to acquire a deep understanding of the global situation and the foundational systems of contemporary society as well as a respect for diversity and consensus- forming ability, while also improving their English. The Harvard Model Congress events involve a variety of simulated government conferences, such as the US Congress, G20 meetings, and UN Security Council sessions. Students are assigned to a given conference and take part High school students from Asia gathered together in drafting resolutions, carrying out negotiations, and drafting laws that are then revised and finalized at a model global summit of the participants of each conference. The Harvard Model Congress Asia, held at the Komaba campus of the University of Tokyo, was jointly organized by the University of Tokyo Debate Society and students from Harvard University. The event had previously been held in Seoul, Hong Kong, Bangkok, and Singapore, but this is the first time for it to take place in Japan. IIBC supported the administration of the event and allowed participants to take the TOEIC® Speaking Test.

Understanding other cultures Supporting organizational details for food, transport, etc. Scene of high school students participating in a simulated conference The IIBC’s support for the event resulted from a request made by event organizer Shuntaro Komiyama of the University of Tokyo Debate Society. He explains why he event.” contacted IIBC: “When I was in high school, I won an award in Members of the University of Tokyo Debate Society the IIBC Essay Contest. provided all of the services to meet the needs of the Participating made me participating students from different cultures, including aware that IIBC valued provision of food and transportation and guidance at the intercultural exchange. event site. Given the need for Halal and vegetarian dishes, Since I knew that the the organizers had to search food sources in neighboring organization would prefectures to Tokyo to obtain everything they needed. endorse the aims of our Komiyama is one of the people who took advantage of event, I decided to the opportunity to take TOEIC® Speaking Test at the event. contact them to ask for This experience renewed his motivation to learn English: “The support. Since there set up at the test site looked like a real business situation, so were not many it was very practical. Since our debate society usually responses to our discusses social topics, we don’t have opportunities to use requests for help, I really English in everyday business situations. Since I’m going to be appreciate the support in the workforce in a few years, I want to make an effort to they gave us. Without learn English that I’ll be able to use in business situations. their assistance, we Moving forward, IIBC will continue to support high school probably would not have and university students so they can broaden their global University of Tokyo Debate society member Shuntaro Komiyama been able to hold the perspectives.

IIBC NEWSLETTER Vol.140 March 2020 15 Secure Program Schedule

® Test ＊1 Scheduled date for sending TOEIC Test date Application period number test results Listening & Reading Test 250th May 24 (Sun.), 2020 March 4 (Wed.) to April 7 (Tue.), 2020 June 23 (Tue.), 2020

251st June 28 (Sun.), 2020 April 8 (Wed.) to May 19 (Tue.), 2020 July 28 (Tue.), 2020

252nd September 13 (Sun.), 2020 May 20 (Wed.) to July 21 (Tue.), 2020 October 13 (Tue.), 2020

253rd October 4 (Sun.), 2020 July 22 (Wed.) to August 11 (Tue.), 2020 November 2 (Mon.), 2020

254th October 25 (Sun.), 2020 August 12 (Wed.) to September 8 (Tue.), 2020 November 24 (Tue.), 2020

TOEIC® ＊2 Scheduled date for sending Test date Application period Speaking & Writing Tests test results April 19 (Sun.), 2020 March 6 (Fri.) to April 3 (Fri.), 2020 May 19 (Tue.), 2020 TOEIC® Speaking Test May 17 (Sun.), 2020 April 3 (Fri.) to April 30 (Thu.), 2020 June 16 (Tue.), 2020

June 14 (Sun.), 2020 April 30 (Thu.) to May 29 (Fri.), 2020 July 14 (Tue.), 2020

July 12 (Sun.), 2020 May 29 (Fri.) to June 26 (Fri.), 2020 August 11 (Tue.), 2020

August 23 (Sun.), 2020 June 26 (Fri.) to August 7 (Fri.), 2020 September 18 (Fri.), 2020 Test number September 20 (Sun.), 2020 August 7 (Fri.) to September 4 (Fri.), 2020 October 20 (Tue.), 2020

October 11 (Sun.), 2020 August 28 (Fri.) to September 25 (Fri.), 2020 November 10 (Tue.), 2020

TOEIC Bridge® Test ＊2 Scheduled date for sending Test date Application period Listening & Reading Tests number test results 75th June 21 (Sun.), 2020 February 24 (Mon.) to May 21 (Thu.), 2020 July 22 (Wed.), 2020

76th September 6 (Sun.), 2020 May 25 (Mon.) to August 6 (Thu.), 2020 October 9 (Fri.), 2020

® ＊2 Scheduled date for sending TOEIC Bridge Test date Application period Speaking & Writing Tests test results June 21 (Sun.), 2020 April 1 (Wed.) to June 5 (Fri.), 2020 July 22 (Wed.), 2020

September 27 (Sun.), 2020 June 5 (Fri.) to September 11 (Fri.), 2020 October 30 (Fri.), 2020

*The application periods above are for applications by private individuals. For information on the application period for group testing (excluding the TOEIC® Speaking Test), please consult the official IIBC website. Please note that the secure program schedule is subject to change. The latest schedule information is available on the official website. (*1) Internet application period. Please refer to the official website for information on the application starting times and deadlines, as well as applications via convenience store terminals. (*2) Internet application period. Please refer to the official website for information on the application starting times and deadlines.

組み合わせシステム（１） 縦組み スローガンあり 英文

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