Wednesday, March 25, 2009

Student comments on Goals

In some of my recent Community College classes, one for discussing films and one for speech making, I asked the students about their goals for the class before it started. Before I throw the paper out, I thought I would post what their comments were.

Looked at together, they are a good picture of what upper-intermediate students want from their English classes, regardless of the content.

  • To brush up my skills through the before lessons, going to the movie. I like speeches of politicians, authors, and other speakers. So that, I want to listen them and figure out in detail. Through this class, I'm going to accelerate my learning
  • I want some friends who can speak English very well. (I want them to inspire me.)
  • To exchange alot of information about movies. (speaking, slang)
  • to learn various expressions
  • express correctly what I feel and think about
  • I thought I would get many comments for grammar. But I could enjoy making a speech. I want to learn grammar much more. I can't get used to be nervous!! I hope I can get over it some day.
  • I want to speak more. I have many opportunity to speech in school, so this class is very good for me.
  • Correct my pronunciation for raising speaking skills.
  • I want to take more business like lessons.
  • just have a lot of talking time with English
  • I hope enjoy English with everyone!
  • I want to speak smoothly. I'm ashamed when I speak. So I want to speak without shaming.
  • I'd like to speak English without hesitation.
  • Keep in touch. Improve pronunciation. Learn more expression.

Tuesday, March 24, 2009

Question aout EIKEN statistics on numbers who pass attempted tests

As I posted earlier, I am looking at information on standardized English tests so that I can better advise students. I have a question about EIKEN's reported pass percentage figures.

Their data shows a declining percetage of people who pass the test as the test becomes more difficult.
For example:
Level 1 12.8%
Level 2 26.5%
Level 3 59.1%
Level 4 74.1%
This comes from the EIKEN data here.

I would think that the percentages of those who pass would stay relatively level, unless people underestimate their language ability and take tests that are easy for them first and then rise to their level of inability. If people were always trying to pass the highest possible level for themselves, it may stay more constant.

Any other ideas?

What do the visuals on standardized English test companys' sites tell us?

Just doing a little digging and preparation on what to tell my students about standardized English tests that are available. I've been looking at five products that are available in Japan, and am interested in the visuals that each of the sites use to advertise their product. Give these top pages a look first.
Cambridge ESOL
TOEFL
TOEIC
IELTS
EIKEN

In all of the sites, other than EIKEN, the images of people show happy people of different ethnicities, well attired. In the EIKEN images you get people of one racial group, bent over desks, heads down, not smiling. Does that make you want to take the test? Granted, IELTS hardly shows any people other than the small thumb of a woman on the left margin, but her head isn't bowed.

Monday, March 23, 2009

Raising bilingual children takes time, huge effort — and lotsa money

This is a great article that sums up very well the issues involved in raising bilingual children. Many of the people that my son and I communicate with in Japan, teachers included, think that learning another language as your first is genetic. "Oh, your father is American, you must speak English," they say. The only reason that my son is bilingual is because he has done the hard work and my wife and I have advocated for him every step of the way.

The only reason that Japanese parents don't do the same thing is because they believe, unfortunately, that they can't. Sorry about that, but I have three all together, and we'll make sure they get the gift of bilingualism.


Raising bilingual children takes time, huge effort — and lotsa money | The Japan Times Online

Saturday, March 21, 2009

English Support Lounge Retreat at Ise Shima

From the 17 to the 19, thirteen students and four faculty members from Yokkaichi University and I rented out four cabins in Ise Shima for a three-day English retreat. We called it the Short-term English House. Short-term because we had planned originally to organize an all English dorm facility. Not enough takers, so half of the plan fell through, so we organized these short-term events as a kind of alternative. It was very international, and we used English as our lingua franca, cooking our own meals, cleaning up and living our lives for three days in English.

It wasn't possible to live entirely in English, but the students really did their best. I would say that 80% of the interaction was done in English on average. Of course, depending on the student and the activity, more or less English was used.

Our first day was spent in an ice breaker activity, then dinner making and clean up, some songs, and then free time.

The second day was really full. We started with breakfast and cleanup, then an English cooking lesson, followed by more cooking and cleanup. In the afternoon we did a scavenger hunt, and then had free time to prepare for the campfire. After dinner and cleanup and more songs, we went down to the beach for a campfire. Beautiful beach, and the weather couldn't have been better. The sky was filled with stars, and it was all just wonderful.

Our last day was pretty short, what with cleaning up and heading back to catch the train home. We took a hike up to a view point overlooking the ocean. We must have taken a million pictures all together.

Three days passed very quickly, and left most of us saying that we wished we had more time together. Sure do enjoy spending time with enthusiastic students.

Friday, March 20, 2009

Why I don't drink alcohol

From the time I was very young alcohol has been a part of my life. My immediate and extended family are all drinkers. Alcohol was a daily part of my parents' lives, a kind of ritual. My mother drank Bourbon and ginger ale, and my father drank Scotch and water. Both drank it with ice. They would have their drinks while watching the news, and then retire. Parties at the house would always include alcohol. There was always a variety of hard liquor in the house, and my parents joined the Elks Club in Morgantown when I was young. I believe they did that because at the time we move there in the 1960's there were no bars where one could buy alcohol by the drink in WV. One would have to buy a bottle and put it in the keeping of the bartender, whose job it would be to mix drinks for you out of your bottle when you went there. You would rent a space for your bottles, and pay for mixers and food , as well as tip the bartender. (As I write this in Japan, I am curious about the "keep" system in Japanese bars where one can, but does not have to, buy a bottle of liquor to keep on hand at your favorite bar. A good way to encourage customer loyalty.)

My own personal drinking began when I was very small, being offered sips from my parents' glasses. I would steal a swig or two out of my parents' liquor cabinet just for fun, and I should have known that I have a very high tolerance to alcohol, because it never had any effect, even at a young age.

When I reached high school and got a driver's license at 16, my would of alcohol took a quantum leap. Even at 16 I could get any kind of alcohol I wanted, and was exposed to other varieties through friends. My tolerance to alcohol was very high and the only reason I didn't die in a fiery wreck taking a family of four with me in my alcohol induced fog was Divine providence.

I continued to abuse alcohol through college and grad school, binge drinking on weekends, and having a drink daily during the week. I also exercised like mad in those days, running marathons and competing in triathlons. Alcohol didn't seem to slow me down at all, but now I wonder.

At the age of twenty-six, I came to Japan to teach English as a Foreign Language. Alcohol is everywhere in Japan, and readily available to nearly anyone of any age, anywhere, anytime. There are vending machines for a variety of alcoholic beverages, beer, wine, and hard liquor, though the number is shrinking recently, probably due to the increasing number of convenience stores, where people can insure that young people don't buy alcohol. The legal drinking age in Japan is 20. One can buy it nearly anywhere, and consume it anywhere. There isn't the Puritanical tension of quilt and proscription about it like in the US.

Binge drinking in Japan is a normal part of life for men, and regular daily alcohol consumption is also common. Some people are very intolerance of alcohol, so they refrain, but other wise the sharing of alcohol is an important part of the social fabric. Japan doesn't consume so much totally, just less than the US. According to the Encyclopedia Britannica. (Japan at 6.5 liters per year per person and the US at 6.8), but the vast majority of it is consumed by the male half of the population.

My own drinking habits did not really change after I came here, but the drinks that I consumed did. Good wine is expensive and hard to come by. Beer became my standard beverage, and I drank frequently and in significant quantities. I saw nothing wrong with drinking, and I saw no detrimental side effects other than the occasional hangover.

Two things started to become problems for me, though at the time I did not make the link between them and drinking. First was my trouble with anger. Sometimes events or situations would trigger fits of anger, and sometimes they wouldn't. I studied martial arts, in part thinking that it would lead to better control. It did not. I exercised, hoping that it would dampen the anger that welled up from time to time like white hot fury. My family bore the brunt of those times, never physically but verbally as I ranted about some injustice or another.

The second problem was allergies. Soon after I arrived in Japan, I developed a pattern of severe colds and bronchitis. I could predict when they would come and go, and they would limit my ability to live comfortable. In Kumamoto an ENT specialist finally diagnosed my allergies to house dust and pollen from a common week and suggested that I had allergies that caused a weakened physical condition that led to more severe illness. I took medicine for the allergies, but continued to drink.

After several years of this patter, I remarried and my wife vowed that she would cure my allergies, but I had to control my consumption habits. She is knowledgeable about Macrobiotics, a lifestyle that focuses on eating whole grains, vegetables a, and little or not meat, alcohol, sugar, or chemical additives. After six years of living this lifestyle, my allergies are gone, and I am in much better control of my emotions.

For all these reasons alone, abstaining from alcohol is a benefit, but there are other reasons, too Humans and other animals enjoy alcohol, found in nature in rotting fruit anywhere there is a tree. I has had an important place in nearly every culture on earth, and was treasured for its curative and mystical properties. If we can imagine how precious it was when we think that perfectly good food that could sustain people was instead used to produce alcohol, then we can estimate the important place it held in societies. This was indeed a symbol of plenty, but regardless of the abundance that existed, there was never much of it. Johnny Appleseed spread apple seeds around the Ohio area, not for edible apples, but for the juice. Edible apples rarely come from a seed, as nearly 100% of the seeds will yield inedible fruit. What Johnny did was to plant apples for making hard cider. Imagine how happy early settlers were to have a little drink now and again. There couldn't have been much, because of the effort it took to make it, and it must have been expensive, but it gave people some relief to have it. Now huge amounts of our food supply and farm land is devoted to growing grain for alcohol and that is only possible because of our dependence on petroleum. Beverages are individually packaged in disposable containers and shipped great distances, stored in refrigerated areas, and finally reaches the consumer. Alcohol producers reap huge profits,as is evidenced by their advertising power alone.

The mass production and consumption of alcohol isn't something to be regulated by governments, but is something people just need to get wise to. I choose not to consume it because I am tired of the game, of looking for the buzz at the expense of my health and the world's resources. I drink from time to time. I had a few drinks at the local volunteer fire department's year end party last year, where the ceremonies that surround the sharing of a drink are important for cementing relationships with other people. I do not have to struggle with needing it, either, which is a blessing. I just got over it.

Tuesday, March 17, 2009

Off to Shima for the Yokkaichi University English Retreat

Today is the first day of the Yokkaichi University English Support Lounge Spring Retreat in Shima, Mie Prefecture. About 15 students and four staff members are going down for three days of English-speaking fun.

Wish I could keep you posted, but you'll have to settle for a post-event recap, as there is no Internet connection there.

Saturday, March 14, 2009

どうやって英語の先生を選ぶか?

先のポストは英語で書いてけど、本当は日本語でないと意味がない。最近ネイテイブスピーカーの先生かネイテイブじゃない方が良いのかを書いていた。両方とも良いところと良くないところがある。そのプローセスに探す基準を作った。この質問のほとんどはどちらでも使えると思います。

あなたの先生がコミュニテイに関心があるか?
英語の先生のかんばんを出す人は全て本物の先生でわないと言う事実がある。どんなネイテイブスピーカでも日本で英語の先生に勤めることが出来ると言ううわさが全世界に広間ている。残念だけどそれはうそじゃない。英会話学校は大量生産のような教育が出来るために一年契約でほとんどだれでも雇っています。良い学校と良い先生を探せるためにどんな質問をしたらいいでしょう?

先生について
  • 先生はどれぐらい日本とこの所にいっただろうか?
  • 日本人と結婚しているでしょうか?しているとその先生は家族のサポートがあるでしょう。
  • あなたの先生は何れぐらい前から教えているのか?何年でも良いんですが、前から教育に興味があったかどうか。
  • 先生は教育学会のメンバか?専門家が専門家と協力する。僕は最初に勤めた学校でむこうはあまり学会に入って欲しくなかった。もうちょっと考えたらあやしいと思ったかもしれない、けど思わなかった。やっぱり10年いたのに、年金を払ってくれなかった。
  • 先生はコミュニテイに活動をしているか?例えば自警団、婦人か、またはボランテイアー団体に入っている?

学校について
  • 学校は先生たちの学会の会費を払っているでしょうか?
  • 学校は学会の大会のために休ませるのか?
  • 学校で労働組合があるのか?
  • 先生たちは子供が生まれたら休暇をとれますか?人は落ち着いて場所に住みたければ家を建て家族を育てたいから、安心ができるとこにすまなければなりません。

あなたの先生は彼のコミュニテイに関心があれば、多分往ってくれて、頑張ってくれるでしょう。英会話学校が先生たちに関心を持っていると、先生は多分往ってくれて、頑張ってくれるでしょう。

こういう風なプロフェショナルが私たちのコミュニテイに往ってくれたら、皆のためになります。逆に一年で安い賃金で往ってもらえるとだれのためにならないの上に、ながめをみると、私たちの損になるだけ。

Criteria for selecting a teacher

I was recently writing about whether native speakers of a language are necessarily better teachers than non-native and some of the advantages and disadvantages of both. In the process, I came up with some criteria for prospective learners to ask about their non-Japanese teachers. The majority of these questions would also work for our Japanese colleagues as well.

What is your teacher's commitment to the community?
Let's face it, not all people who hang out their shingle and say they are teachers are really teachers. The word is out all over the world that Japan will hire any native speaker of English as an English teacher, and truth be told, that is pretty much the deal. English conversation schools will hire nearly anyone on one-year contracts in a bid to mass produce English teaching. Your chances of finding a good teacher there are good, because people who say they want to teach are usually good people.  However, your chances of finding less than that are also good. Some teachers come here as a way to see the world, and schools hire them because they will work for cheap, they don't need to pay to support them like they would a Japanese teacher, and foreign teachers are often ignorant of Japanese labor laws, so schools can easily take advantage of their teachers. Examples of this are not hard to find.

Here are some things to find out about your teacher and his or her place of work.
    The Teacher
  • How long has your teacher been here?
  • Is he or she married to a Japanese person? If they are it is a good sign that he or she is invested in the area.
  • How long has your teacher been teaching English anywhere? It does not really matter where they have been teaching, just whether they have the interest in teaching or not.
  • Are they a member of any professional organizations? Professionals work with professionals. When I first came to Japan, my employer strongly discouraged me from getting involved with a professional group in my area. I should have been much more skeptical of that suggestion.
  • Does your teacher participate in any community activities like jikeidan, women's groups, or volunteer organizations? If not they may have a tendancy toward a condition where a foreigner thinks that he or she will only be here for a short while, so why contribute to their community?

    The School
  • Does the school pay for their teachers' memberships to professional societies? If they do they are investing in professionalism, a good thing.
  • Does the school give their teachers time off to attend conferences? Also a good thing.
  • Is there a labor union at the school? If there is, then the school works with the teachers to build a successful learning institution.
  • What are the maternity and paternity leave policies? If people, humans, are invested in a place, want to build a home and raise a family, they need the security to do that.

If your teacher is committed to their community, it is a pretty good bet that he or she will stay around for a while, and has good reasons for doing the best job that he or she can in helping you learn a foreign language. If the school that your teacher is working for is committed to their teachers, then it is a good bet that your teacher will be with you for a while and has the encouragement necessary to teach the best classes they can.

It is in everyone's best interests to have people invested in their profession and in the community which also invests in them. It is not in our best interests to have a psuedo-professional class of vagrants that end up costing everyone in the long run.

Friday, March 13, 2009

Forgetting and Memory: Forgetting is sometimes helpful

On Tuesday I posted on Jinriki about a documentary that I had seen about Steiner Education and Biodynamic farming. On that same video was a theory of education espoused by Steiner and his adherents which stated that after information is introduced in class it is not repeated until some time later, because, "forgetting is important."

I was curious about this concept that forgetting is important. Is it true that our memories are improved by forgetting? I did a little reading and found out that for some things, forgetting is important to remembering. There seem to be two factors at work, one is relearning something after it is lost in the process of accessing other information in our heads, and the process of "spacing."

It appears that people, when retrieving information, often cover up other information in the process, and what is covered up is essentially forgotten. Actually it is not gone from the mind, but just covered over by stuff as the other item is pulled out of its slot, this according to a report called, "Accelerated relearning after retrieval-induced forgetting: the benefit of being forgotten," by Storm, Bjork, and Bjork. What was interesting about their findings was that, "items that were relearned benefited more from that relearning if they had previously been forgotten." That means that after we have forgotten as a result of pulling information out of our brains and then relearn what we have forgotten, our memory of that item is stronger than if we had not forgotten it at all.

The second interesting bit of evidence that forgetting is helpful to remembering, is that, just like with Steiner Education, a longer period of time between learning an item once and then practicing it again improves retention. This came out of the magazine Cognitive Science (2005), 559-586, entitled, "Practice and Forgetting Effects on Vocabulary Memory: An Activation-based Model of the Spacing Effect" This article included information on a previous study where subjects were shown a list of Spanish and English words to study and remember. The researchers spaced study sessions of this material at intervals of one day, seven days, and thirty days, and after thirty days the subjects were tested on their retention. The results were that, "final recall was significantly better as spacing between practice sessions was increased, even though the performance during practice was significantly worse with wider spacing. "

That means several things. First, when we learn something we start to forget it as a function of the passage of time, but if we really want to learn that material, we should learn it once, and let "spacing" do its work for about a month. Then when we come back to it after that time and relearn it, it will be much better than trying to remember the same thing everyday or even once per week.

Steiner was right, though I don't know whether some of this research had been done before he developed his teaching methodology or not. Of course none of the articles that I saw referred to Steiner or to research done at the beginning of the 20th Century. In any case, we can say with authority that forgetting is good for learning, or in the words of Storm, Bjork and Bjork, "forgetting is an enabler--rather than a disabler--of future learning."

Fire teachers: Los Al schools take $4 million hit

This link came up when I did a search for "Japanese teacher," so I was doubly interested as this was from Seal Beach, one of my favorite places in the US.

I do not understand the logic behind this can-teachers mentality. No wonder people send their kids to private schools. They know what they are getting. Doesn't the school district have some kind of social contract with the community to deliver a service? Fire the teachers across the board to save money. I get it, education isn't that important in hard times. They'll use language like "no sacred cows" when the only people who are losing out are the kids whose parents can't afford private schools.

Sure wish I were there, I'd open up some free Japanese classes for the kids who lost their teachers.
Seal Beach Daily � Blog Archive � Los Al schools take $4 million hit

Thursday, March 12, 2009

Hey, how about smaller cars? A rant

Why do auto manufacturers build cars that go well over 100kph when most of the roads in Japan are tagged for 4okph, a few for 5o, and some at 30? I am getting sick of drivers who appear to have gotten their licenses at a Lawson's who drive cars with engines that give them dangerous amounts of power.

This morning on my way home from a workout, I was driving the speed limit, 50kph, which I always do. I drive a truck with a small engine, and it has lots of power for hauling stuff, but not for going fast, so 50 is comfortable. This person in back of me decides she wants to pass, and that's OK because it was a passing zone. She does fine until she wants to get back in the right lane, and almost takes my front end out.

Speed limits are hardly ever enforced, and when they are it is totally arbitrary, just in places where the cops know they can pick up lots of people in a short time. I would vote for any politician who would host a bill that would limit cars' engine sizes in order to be much more environmentally friendly, and to be able to run at the speed limit, up to 50kph, and to make cars that run over 100kph on highways stupidly expensive.

Automobiles have to be the most counter intuitive machine ever built. Super inefficient, totally dehumanizing, wasteful, and destructive to the environment.

I suggest that if America and Japan really want to get back on line economically, that they immediately put limits on engine sizes, and force anyone with a old, huge, rolling dreadnought, to dump it and buy a new model, with government guaranteed loans of course. This would make it imparitive for car manufacturers to build something people actually want and need that makes sense instead of Hummer class idiocy. No more bailouts for companies who have made decades worth of bad decisions. Yes, Japanese manufacturers would have the edge, because they have been making wiser choices that US companies, so the big three should get their heads out of their money piles and get designing.

Cars are stupid.

Wednesday, March 11, 2009

Attention: What are our students paying attention to?

The first day of classes is coming right up, and I was reviewing the syllabus that I hand out on the first day. One of the things on the syllabus is my cell phone policy.

"I know you are busy adults with responsibilities outside of this class. Communication is important, and this class is in part about how to be better communicators. Sometimes during class you may get a call or a message from someone that you must answer. I understand, and I promise you that if a family member calls or messages me, I will answer it. Then I will answer to you. I expect the same consideration. If you use your cell phone in class as a communication tool, by that I mean not as a tool for learning English (bilingual dictionary, recording your English production), then you will send me a 200 character explanation of how you like to learn English. It is due within twenty-four hours after class, and is worth one quiz grade."


My plan now is to keep my policy. It works pretty well, but is rather intimidating to some students. In fact after receiving a message from a student last semester, he dropped the class. I wonder what students focus on during class. Most of the time when we interact with each other, they seem to sincerely enjoy themselves, but their attention often drifts to the cell phone, their scheduler, another student. I found two interesting videos on the subject by Howard Rheingold, Attention 101 and Attention 102. Very few of my students carry laptops to school, and I have never had a student open one during class. That is probably the nature of Japanese universities, or at least this one. At least I don't have that to compete with yet, but there is plenty else.

Competition is a good thing, and I try to remind myself that part of the reason that students may not be engaged in class is that my class might not capture their attention at that time. A little motivation for me to keep it interesting and pertinent.

Saturday, March 07, 2009

Twitter... what is it? How do I use it?

Twitter was one of those things I heard about and saw frequently, but I was never really sure what the attraction was. I am still not sure exactly, but time will tell.

The other day the writer of the One Mind blog commented on this blog, and when I looked at her site, she had written an entry on using Twitter in the classroom. It was intriguing, so I gave the service another look. I started my own and have been playing around with it. Here are some ideas I have had about it after using for one day.

I don't think I would get my whole class to do it, because it would take too much time to monitor. I would probably go for the low tech notebook approach. I think it would take too long to evaluate entries. I would only suggest that students try it in English, because the entries are short, and it seems to be a format that would suit my students' desire to keep in constant contact with friends. I really liked the idea in One Mind of using Twitter as a kind of concordance tool by searching for a specific word or phrase.

Since I started I have been trying to twitter in English and Japanese for my own language learning, and so I can have some experience of what my students may encounter with posting in their second language. That means that people have to look at two posts. Maybe I could alternate between English and Japanese, or write half in English, half in Japanese, but that would make for pretty short posts. I don't want to go the extent of making two twitters.

Thursday, March 05, 2009

Fear as a motivator

In sum, threat determines the degree or intensity of the response, while efficacy determines the nature of the response. --from "Putting the Fear Back in Fear Appeals: The extended parallel process model"

In this entrance exam season, to some degree or another, students who study for and take these exams feel fear, fear of what their parents will do, fear of what the future would hold, and/or fear of what others will think.

I was interested in how fear works as a motivator, and it is very complex. Sometimes it seems to work and others it has just the opposite effect. For example when a parent tells a child not behave in a particular way, and the child acts in precisely the way the parent warned them not to.

Fear seems to work well in health education programs for some groups. In anti-smoking campaigns, fear appeals seem to work for people who have not yet begun to smoke, or as a reinforcement for those who have quit.

The reliance on fear to motivate students in schools disturbs me, and while I think fear probably works well in short bursts, like getting people out of a burning building, constant exposure to it is something to avoid.

Monday, March 02, 2009

It's time to reform training systems for language teachers and consider comprehensive language education that covers both academic and practical requirements. › Japan Today: Japan News and Discussion

It's more like time to reevaluate the goals of the language curriculum to see if they are desirable or feasible rather than always dumping on the teachers. The teachers are dedicated professionals who are hopelessly hampered by the reality that entrance exams, not the Course of Study or ideals of "Strategic Initiative for Fostering Japanese who can use English" drive education. If scores on entrance exams have generally been improving over the years, then we would have a good idea of how our education system is working.

WHAT! No data on whether entrance exam scores have been improving or not? Why not? (eeiuu... I don't even want to go there.)

Quote by Nobutaka Miura, Chuo University professor.
It's time to reform training systems for language teachers and consider comprehensive language education that covers both academic and practical requirements. › Japan Today: Japan News and Discussion

Which language is harder?

My students often say that English is really difficult, and at the same time people say that Japanese must be a really difficult language to learn. Which is harder? I guess there are several ways of looking at it. First, it's all relative. If you are a German or French speaker, English is probably pretty easy. We have the same alphabet, and lots of cognates. But if you are a speaker of Hindi, then it might be harder.

My guess is that there are lots of factors that would make a language easier or harder, but there are two scales that I have run into recently that rate languages harder or easier to learn. This list at Lexiophiles is a one that was created after a survey conducted by the British government. The list goes like this:
1Basque
2 Hungarian
3 Chinese
4 Polish
5 Japanese
6 Russian
7 German
8 Korean
9 English
10 Swahili

The next list is from the US Defence Language Institute for Language, and they list the languages like this, I being relatively easy, and IV being relatively difficult

I French, Italian, Portuguese, Spanish
II German
III Hebrew Hindi, Farsi, Russian, Thai
IV Arabic, Chinese, Japanese, Korean

My guess is that this is a list made up for American speakers of English, so English doesn't appear in the list, and the languages that appear there would be difficult for Americans to learn. I don't think Korean would be that difficult for a Japanese person to learn, because they have more similarities than Japanese and English for example.

Anyway, it's all relative, this question of what is harder? If you are motivated and enjoying your learning, it will be a breeze. If you are slogging it out in a dull class, any language will be torture.