This chapter investigates how a two- stage, CLIL- informed English programme combining a semester- long preparatory course and a three- day residential camp shapes Japanese university students’ perceptions of their communicative abilities, confidence, and willingness to use English. Data were collected via an online post- camp survey completed by 24 first- and second- year English majors who had successfully completed both components. The survey included retrospective self- ratings of English communication ability before and after the programme, Likert- scale evaluations of key activities and open- ended questions inviting reflection and advice for future participants. Quantitative responses were analysed descriptively, while qualitative comments in Japanese and English were subjected to inductive thematic analysis. Findings indicate an upward shift in perceived proficiency and a marked increase in self- reported communicative confidence. Students also identify public speaking and group performances as key sites of growth and describe the English- only environment as demanding yet motivating.
Pipe, J. (2026). From Classroom to Camp: A CLIL-Informed Domestic English Immersion Programme and Its Impact on Japanese University Students’ Communicative Confidence. In A. Elhami & A. Roshan (Eds.), Exploring Identity Formation in Language Education: Personal Narratives and Educational Research (pp. 409-444). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-5423-1.ch013