The increasing number of international students, whose teaching and learning practices are very different from the UK, is
studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is still the most
effective and appropriate approach in today’s multicultural society regardless of cultural differences. The Japanese teaching
method (Japanisation) was presented as an alternative teaching method to CLT, and the study investigates any impacts on
multicultural students in Japanese language teaching at a university in the south of England. The study was conducted for
one semester using two groups (total of 34 students) in 2009/2010. Two teaching methods, Japanisation and CLT, were
applied. The concept of Japanisation is drawn from the study of Japanese car manufacturing industries and transferred to
the language teaching context. Three tests which provided quantitative data to generate data. The quantitative results
showed that there was no statistically significant difference between the two teaching methods regarding the attainment in
the first two tests. However, Japanisation was associated with significantly higher results in the final test, compared with
CLT. The implication of this study is embedding elements of Japanisation and Japanese educational culture in the Japanese
language teaching will possibly enhance students’ learning of reading and writing skills. Those who develop the teaching
curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-
Anglophone countries and assess how they may be combined with CLT to reflect new international characteristics of
teaching and learning environments.