scholarly journals Study Abroad Self-Selection Amongst First-Year Japanese University Students

2018 ◽  
Vol 7 (2) ◽  
pp. 65-81 ◽  
Author(s):  
Andrew Nowlan ◽  
◽  
Ruolan Wang ◽  
Keyword(s):  
Study Abroad ◽  
University Students ◽  
First Year ◽  
Japanese University ◽  
Self Selection

scholarly journals Verbal Aggressiveness and Hate Speech: New Considerations for Study Abroad Students

2019 ◽  
Vol 43 (3) ◽  
pp. 15
Author(s):  
Brian Rugen
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Hate Speech ◽  
Bystander Intervention ◽  
Verbal Aggressiveness ◽  
Specific Content ◽  
Japanese University ◽  
Curricular Content ◽  
Work Abroad ◽  
The U.S

Escalating political and racial tensions across the U.S. have led to increased incidents of what communication scholars call verbal aggressiveness, including hate speech. Instances of verbal aggressiveness can occur anywhere, including university and workplace contexts. For Japanese university students preparing for study and/or internship opportunities abroad, this raises the question: To what extent are these learners being prepared for such instances? This article offers suggestions for addressing this topic with students who plan to study and/or work abroad in the future. First, the article offers suggestions for curricular content, specifically drawing on a well-known model for de-escalation and bystander intervention training that is used in the U.S. Second, the article explains how focused communicative tasks are ideal for teaching the specific content material. It is hoped that the article will open a dialogue regarding the extent to which verbal aggressiveness and hate speech should be addressed with students preparing to study in the U.S. アメリカ合衆国内での政治的、民族的緊張の高まりはヘイトスピーチを含む言語的攻撃による衝突を増加させている。例えば、言語的攻撃は大学や職場など、どのような場においても起こり得る。留学や海外インターンシップを控える日本人大学生が、このような場面に備えてどの程度まで対策ができるのか。この論文では、将来的に留学や海外インターンシップに臨む学生達が、言語的攻撃やヘイトスピーチに対処できるように提案をする。初めに、アメリカ合衆国で取り入れられている教育プログラムを紹介する。これは、学生達が問題に直目しても、感情的にならず、冷静に議論ができるようにするためのトレーニングである。その後、コミュニケーションの手法に重点を置く教材が、どれほど理想的であるかを説いていく。この論文が、アメリカ合衆国に飛び立つ学生達にとって、言語攻撃やヘイトスピーチに負けないための指南書になることを願う。

scholarly journals Digital stories: improving the process using smartphone technology

2019 ◽  
pp. 402-406
Author(s):  
Jeremy White
Keyword(s):  
New Zealand ◽  
Study Abroad ◽  
University Students ◽  
Storage Capacity ◽  
Formal Learning ◽  
Term Study ◽  
Japanese University ◽  
Short Term Study ◽  
Digital Stories ◽  
Smartphone Technology

With smartphone saturation at 100% among Japanese university students, educators are developing new and innovative ways to bring them to the forefront of learning, ensuring students are as engaged with their technology in their formal learning as they are with their informal learning. Smartphones of today are small, portable, have high spec cameras, microphones, and a large storage capacity. These devices also allow for videos to be edited within applications on the smartphone itself, without the need for a separate and expensive computer and editing software. Aspects such as these make using smartphones to make Digital Stories (DS) one possible way to effectively use this technology for formal learning purposes. This paper shows the results of a paper-based survey and discusses preliminary observations conducted with 38 Japanese university students undertaking a short-term study abroad experience in Australia and New Zealand.

scholarly journals What Now? An Exploratory Analysis of Language Maintenance in Japanese Study Abroad Alumni

2018 ◽  
pp. 55-70
Author(s):  
Melissa Huntley Omuro
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
University Students ◽  
Language Maintenance ◽  
Exploratory Analysis ◽  
Input Language ◽  
Maintenance Strategies ◽  
Japanese University ◽  
Studying Abroad ◽  
Foreign Language Acquisition

This paper examines the language maintenance strategies that naturally occur in Japanese university students who have returned from studying abroad. Often, immersion programs are seen as motivational tools and end goals for foreign language acquisition, thus this research seeks to find the answers to three questions: Do Japanese university students naturally develop maintenance strategies after studying abroad? If so, what are they and how can they be organized? Is there a connection between recency of studying abroad, duration, and the number of strategies developed? In this exploratory analysis, nine students were interviewed on their study abroad experiences, and the number and type of maintenance strategies they developed. A majority of students reported using digital tools and focusing on the input language skills, suggesting a preference or an availability of technological, passive foreign language tools. These findings provide a strong foundation for further, more expansive quantitative study. 本稿は海外留学から帰国した日本人大学生における言語維持方略に関する調査である。集中プログラムの多くは、動機付けの手段や外国語習得のための最終目標としている。本調査では３つの課題を明らかにして行く。１．日本人大学生は海外留学後、自然に言語維持方略を発達させているか。２．仮にそうだとしたら、日本人大学生は何をどのように体系化しているか。３．海外留学の期間・新近性と方略の量の間には関係性はあるか。本調査分析では９名の大学生を対象に海外留学の経験、、言語維持方略の数と種類に関するインタビューを実施した。学生の大半はデジタルソースの使用とリーディング及びリスニングの言語スキルによるインプットに重点を置くこと、テクノロジーを好むことあるいはその利用についての示唆、受け身的な外国語活動について報告した。本調査結果は今後さらに広範囲な量的調査への基礎を提供するものである。

scholarly journals Do Japanese University Students Want to Study Abroad?

2020 ◽  
Vol 44 (2) ◽  
pp. 3
Author(s):  
Peter Burden
Keyword(s):  
Study Abroad ◽  
University Students ◽  
English Learning ◽  
Ability Level ◽  
Future Expectations ◽  
Japanese University ◽  
Perceived Ability ◽  
Positive Images

Despite the global importance of English, whether Japanese university students want to study English abroad is unclear. Questionnaire responses from 559 students at a Global B university in Japan show some nuanced views on English related to studying overseas which were linked to perceived ability level, anxiety, and confidence issues. The findings suggest teachers need to decrease anxiety in classrooms, encourage positive images of overseas locations, and shape future expectations of success for learners’ English-learning selves to help them focus their learning. 昨今のグローバル化時代では、英語は当然もっているべきほぼ普遍的な基礎的スキルになっている。とはいえ、実際に日本の大学生は海外留学をしたがっているのだろうか？本研究では、「グローバルB」指定の日本の大学で５５９名の学生を対象にアンケート調査を実施した。その調査は、自己の能力レベル・不安・自信と留学に関して抱く英語に対する考え方を調査したものだ。分析結果から、教師は学生の不安を軽減するような教室の雰囲気作りや、海外留学のイメージを良くし、学習者自身の英語学習がうまくいく期待感を形成させたりする必要があることが示唆できる。

Referencing word and phrase lists in an online vocabulary notebook

2021 ◽  
pp. 136216882199761
Author(s):  
Nathaniel Carney
Keyword(s):  
University Students ◽  
System Analysis ◽  
Reference Lists ◽  
Standardized Test ◽  
First Year ◽  
Japanese University ◽  
Reading Material ◽  
Reference Information

The current study investigated 29 first-year Japanese university students’ usage of an online vocabulary notebook that automatically searched eight different word and phrase lists to provide students with reference information about their self-selected vocabulary. Over the course of a 14-week period, participants read English books and articles and added self-selected vocabulary that they wanted to learn to individual online vocabulary notebooks. The notebooks immediately and automatically showed whether the vocabulary appeared on any of eight different reference vocabulary lists. The distribution of participant vocabulary across lists was examined and participant surveys and interviews were conducted to understand usage of the system. Analysis of participant vocabulary, learner surveys, and interviews indicated that participants selected relatively high percentages of standardized-test related vocabulary (i.e. TOEIC and TOEFL), chose individual vocabulary items over multi-word expressions, and studied vocabulary items even when they did not appear on any reference lists. Learner surveys and interview results suggested that use of the system directly or indirectly influenced half of the participants’ decisions about which vocabulary to include in their notebooks, though participants reported that it did not affect their choice of reading material.

scholarly journals A review of ETS's Criterion online writing program for student compositions

2013 ◽  
Vol 37 (3) ◽  
pp. 11
Author(s):  
Robert Long
Keyword(s):  
University Students ◽  
Student Writing ◽  
First Year ◽  
Online Writing ◽  
Writing Evaluation ◽  
Japanese University ◽  
School Year ◽  
Research Questions ◽  
Marginal Improvement ◽  
Academic Year

This study will report on the findings of first-year Japanese university students using ETS's Criterion© Online Writing Evaluation Service. The study focused on two research questions: (1) were there important differences in ETS's computerized feedback and teacher feedback, and (2) was there any improvement in student writing over the school year? For the 2012-2013 academic year, students wrote six compositions. Results indicate that teachers tended to focus on meaning, whereas computerized feedback centered on grammatical and stylistic issues. As for student progress, only four specific areas showed any marginal improvement: confused words, spelling, missing commas, and too many short sentences, indicating that students became slightly better at expressing meaning and in using punctuation more effectively. The data indicate there were some drawbacks with ETS's computerized feedback evaluating meaning and organization of ideas, but that it was helpful in evaluating some aspects of grammar, mechanics, usage, and style. 本論は日本の大学1年生を対象にETSのCriterionオンライン作文ソフトを使用した結果をまとめ、次の2つの問いについて論じたものである。すなわち、（1）ETSのコンピュータによるフィードバックと教員によるフィードバックに重大な差が存在するか、（2）1年を通して学生の作文に改善がみられたか、である。（1）については、2012年度に6回の作文を分析した結果、教員のフィードバックが意味に注目しがちなのに対して、コンピュータのフィードバックは文法的、文体的問題を主に扱っていることが判明した。（2）については、4つの領域（語の混同、スペリング、コンマの欠如、頻出する短文）においてのみ、わずかな改善がみられた。ここから考えられるのは、学生が意味表現でわずかながら改善し、句読点をより効果的に使用できるようになったということである。結論として、使用したデータによると、ＥＴＳのコンピュータによるフィードバックは、意味や概念の整理について評価する際に欠点を露呈している。ただ、文法、構造、用法、文体のいくつかの面を評価するのには役立つものであると言える。

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