Japanese cram schools and entrance exam washback

Abstract

University English entrance exams are commonplace in Japan and competition for entrance to high-ranking institutions is fierce. Given the high-stakes nature of such exams, high school leavers typically attend exam preparation courses at juku cram schools. Juku are part of the shadow education sector, which has a huge presence in the East Asian region but which has escaped the attention of language education researchers. Moreover, while the entrance exams have been summarily criticized, limited empirical research exists into the washback effect upon students’ language learning. The present study constitutes a medium-scale investigation into the learning behaviour, experiences and language proficiency of 133 undergraduate students at a prestigious Japanese university, all of whom had attended juku prior to entering university. Survey and interview data clearly show a focus on reading, grammar, and test-taking techniques, and a complete lack of focus on speaking skills. The focus on receptive abilities is also reflected in language proficiency scores on IELTS Tests taken during the first year at university. Washback from the entrance exams on language learning is discussed within the context of juku cram schools in Japan.