This paper evaluates a learner-led English presentation course at Kawasaki University of Medical Welfare, designed to enhance oral communication skills, foster creativity, and promote inclusivity for students with diverse needs.Drawing on responses from 101 students across six classes and building on reflections from Hayashibara (2023), the study examines the course's capacity to cultivate collaboration, engagement, and practical language acquisition through group presentations.Additionally, it analyzes the development of professional competenciesleadership, interdepartmental collaboration, task delegation, planning, time management, and evaluation -critical for healthcare settings, where professionals must lead teams, coordinate across departments, distribute tasks equitably, plan within constraints, adhere to schedules, and assess outcomes.The findings highlight strengths in these areas alongside challenges such as uneven participation, time management issues, and the need for enhanced structural support.Drawing on student feedback and informed by Universal Design of Learning (UDL) principles and research on learning difficulties, this study illustrates how flexible roles, multimodal tools, and a low-pressure environment can support diverse learners.Student feedback pointed to specific improvements such as the use of subtitles, clearer audio cues, and more structured guidance, which could enhance accessibility.The evaluation reflects on these perspectives with reference to pedagogical theory, offering insights into how equitable and professionally relevant language instruction can be strengthened, while also indicating areas for future refinement.
Evelyn HAYASHIBARA (2026) studied this question.