This longitudinal, qualitative study aimed to determine the effectiveness of an English language programme in Japan. Using one-to-one semi-structured interviews, we examined 16 students’ self-reported English-speaking ability and what they found effective to reduce their speaking anxiety. The students, enrolled in a private Japanese secondary school, completed three interviews over 2 years. The first interview took place when the students were in eighth grade, the second at the beginning of ninth grade and the third at the end of ninth grade after they had taken part in the school’s short-term study abroad programme in Australia. The results of the first round of interviews indicated that students found that listening practice helped them learn vocabulary, grammar rules and sentence structure. In the second round of interviews, students reported, that learning grammar rules was the most effective strategy for learning English. In the third set of interviews, students reported that a balanced learning environment, in conjunction with their positive attitudes and determination to interact with others, helped their language comprehension, reinforced existing knowledge and minimised speaking anxiety. These findings can be utilised in the development of foreign language programmes to fulfil students’ needs and maximise educational benefits.departmental bulletin pape
