論文 - WANG Marian
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The professional development of limited-term contract teachers at Japanese universities
Marian Wang
Memoirs of the Center for Education in General Studies, Konan University ( 2 ) 15 - 24 2024年3月
単著
Limited-term contract positions at Japanese universities have been on the rise since the mid-1990s, whereas tenured positions have been in decline (Talbot & Mercer, 2018). Limited-term contract positions for English as a Foreign Language (EFL) teachers vary in what they offer teachers regarding the duration of the contract, the amount of research and other budgets, salary, bonuses, time commitment on campus, number of classes to teach in a week, and extra duties outside of the classroom. EFL teachers who are employed as limited-term contract lecturers or professors at Japanese universities often move from one short-term contract position to another while finding ways to develop as educators and researchers. This is a phenomenological qualitative study that explores the lived experiences and the professional goals and concerns of limited-term contract teachers at Japanese higher education institutions who were surveyed and interviewed about their professional development goals and concerns. The findings from this study were analyzed and interpreted applying Biesta et al.’s (2015) agency model of the past, present, and future while situating them within three thematic categories—life and professional histories, concerns, and future aspirations.
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The motivational journey of Japanese foreign language learners
Marian Wang
Memoirs of the Center for Education in General Studies, Konan University ( 1 ) 1 - 12 2023年3月
単著
Japanese is ranked as one of the hardest languages to learn, especially for English native speakers (U.S. Department of State, 2009). Despite the challenges involved in learning Japanese as a Foreign Language (JFL), Japanese remains a popular choice among foreign language learners around the world for various reasons including interest in Japanese culture and the language itself (Fukasaku, 2016). In this qualitative study, four international students who participated in a summer JFL program at a private university in Japan were surveyed and interviewed about their motivation of learning Japanese prior to coming to Japan, during their two-month stay in Japan, and after their return to the United States or Canada. The international students’ motivational journeys were analyzed using Dörnyei et al.’s (2015) directed motivational currents (DMCs) model, which exemplifies how surges in motivation could assist foreign language learners in achieving their, past, immediate, and future goals of mastering a foreign language. DMCs were most apparent during their stay in Japan and immediately after returning to the United States or Canada. Their surge in motivation was due to the interactions they had with host family members, their peers who were highly motivated to learn Japanese, and Japanese students. Upon returning the United States or Canada, the students discovered ways to interact with Japanese native speakers to sustain their motivation to learn Japanese. Although many of the international students did not clearly specify how they would be using Japanese in their future, they all had hopes of returning to Japan.
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Student perceptions on the use of Microsoft Teams at a Japanese university in a post COVID-19 world 査読あり
Michael Lin and Marian Wang
Kobe JALT Journal 4 ( 1 ) 17 - 43 2023年1月
共著
担当区分:責任著者
In a post COVID-19 world the delivery of English education in Japan has transformed significantly. Many English as a Foreign Language (EFL) classes in higher education institutions (HEIs) in Japan have been adopting various online tools and learning management systems (LMSs) to help facilitate English language learning. Microsoft Teams (MS Teams) is one of the many technologies utilized to help facilitate English language acquisition of L2 university students. The purpose of this exploratory study was to investigate student perceptions using MS Teams in a post COVID-19 environment. An anonymous Google Forms survey was conducted with 59 university students at a Japanese University in Hyogo at the end of the Spring 2022 semester. It was found that students viewed the software as slightly difficult at the start of the term but quickly gained confidence and attained positive perceptions of the platform towards the end of the semester.
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Expanding collaborative project-based learning projects across courses, teachers, and students 査読あり
Marian Wang
THT Journal 11 ( 1 ) 6 - 28 2023年
単著
Project-based learning (PBL) is student-centered learning in real-world contexts. PBL has often been connected to the acquisition of 21st century skills (Bell, 2010) that may include critical and creative thinking, problem solving, collaboration, communication, and global citizenship. In this qualitative study using evaluation research (Suchman, 1968), English as a Foreign Language (EFL) students from two Global Topics classes (n= 20) at a private university in Japan were asked to reflect on their learning over 15 weeks by completing an online survey that focused on the tasks at hand and challenges they had encountered throughout the semester. As the course was founded on PBL and project-based instruction (PBI), their reflections and the author’s reflections from teaching the course with a team of three other teachers were analyzed in connection with Buck Institute for Education’s (n.d.) seven essential elements of PBL design—problem solving, inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product.
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Moving from discussions to debates in an EFL global topics course
ウァン・マリアン
The Journal of the Institute for Language and Culture 25 57 - 76 2022年
担当区分:筆頭著者
Debating enhances critical thinking, teamwork, collaboration, open-mindedness, communication (Goodwin, 2003), soft skills (Aclan, Abd Aziz, & Valdez, 2016), and friendly competitive skills (Amiri, Othman, & Jahedi, 2017). To prepare Japanese English as a Foreign Language (EFL) university students to become critical debaters, they participated in discussions where they learned how to voice their opinions before having to defend their side and challenge their opponent’s perspectives in a debate. The aim of this study was to see how Japanese university students felt about developing their discussion and debating skills in a Global Topics course at a private university in Japan. Students reported feeling positive about the experience of learning how to discuss controversial topics before moving onto debating in English. Their success in this project could be attributed to the quantity and quality of preparation that they did. However, they faced various challenges such as when they had to anticipate, ask, and respond to questions when debating. Changes in the implementation of future projects will be made based on the feedback received from these students.
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Marian Wang and Michael Lin
THT Journal 10 81 - 100 2022年
共著
担当区分:筆頭著者, 最終著者, 責任著者
English as a Foreign Language (EFL) professionals are attracted to teaching English for various reasons such as having work-life balance, earning a competitive salary, and teaching a language they love (Shih, 2016). In this qualitative study, three Asian American EFL teachers and an Asian Australian EFL teacher were interviewed about their experience working at Japanese higher education institutions (HEIs). Their stories were situated within Wenger’s (1998) three modes of belonging to a community of practice (CoP)—engagement, imagination, and alignment. The teachers in this study discovered that in order to be engaged in the EFL field as active professionals, they needed to build on their background not only as a teacher but also as a researcher (Burns & Westmacott, 2018), while negotiating their Professional Identity (PI) (Mannes, 2020; Tsui, 2007). They reflected on their PI and critical incidents (Lengeling & Mora Pablo, 2016), which helped mold their imagined identities as minority stakeholders in the EFL field. Their reflections showed that despite not fulfilling the phenotypical requirement of the White native EFL teacher (Kusaka, 2014), they brought in their unique lived experiences (Mapp, 2008) into the classroom. They also aligned themselves with global EFL practitioners by embedding World Englishes, migration, and diversity issues into their teaching and hiring practices.
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Fostering critical thinking skills through cross-border collaborative discussions
ウァン・マリアン
The Journal of the Institute for Language and Culture ( 25 ) 121 - 132 2021年
担当区分:筆頭著者
Fostering critical thinking skills has become a necessity when teaching English as a Foreign Language (EFL) in higher education settings as university students are expected to possess problem-solving skills and think of issues from various perspectives as global citizens. However, Asian students are often criticized for lacking in critical thinking skills due to their group-oriented culture and learning environments that emphasize rote memorization. The aim of this study was to investigate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. Their reflections demonstrate that critical thinking skills can be fostered among Asian students despite the underlying assumptions about their culture and educational values.
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ウァン・マリアン
THT Journal 9 61 - 85 2021年
単著
担当区分:筆頭著者, 最終著者, 責任著者
Japanese university students often prioritize extracurricular activities over studying because Japanese companies tend to hire recent graduates based on the brand name of the university upon entry rather than academic performance over four years of undergraduate studies (Matsushita, 2018; Nae, 2020). In fact, Japanese companies are known for hiring young undergraduate students who are said to be white cloths that can be easily dyed to the unique colors of the company culture (Nagano, 2014). Some Japanese companies, namely those that are more globally-oriented, have come to realize that they will not survive unless they recruit university students who are equipped with skills to become global human resources (GHRs) (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). In this study, Japanese university students, international students residing in Japan, and Taiwanese university students collaborated on an online project that culminated in a business proposal presentation for a global Japanese company. Ten students filled out surveys about their learning experience after the project ended. A Japanese student, three international students, and a representative from the Japanese company participated in follow-up interviews. The surveys and interviews indicated that students were able develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from guidance on time management and preparing business proposals.
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Exploring the motivational journey of Japanese self-access center assistants in learning English as a second language
Marian Wang
言語と文化 ( 24 ) 37 - 54 2020年
単著
Self-access centers (SACs) in the context of foreign language learning are commonly associated with learner autonomy (McMurry, Tanner, & Anderson, 2010). Autonomous language learners often complement formal classroom learning with informal learning that may include frequent visits to SACs that offer a wide variety of learning resources and materials (Hsieh, 2010). In this qualitative study, eight Japanese SAC assistants at a private university in the Kansai region of Japan were asked about their lifelong English learning process, resources for learning English, and their motivation for learning English. The purpose of the study was to identify how the Japanese SAC assistants were able to become autonomous language learners who could be positive role models for their Japanese peers who visited the SAC. The assistants reported that their journey of studying English evolved from learning for pleasure when they were in elementary school, studying to pass high-stakes exams in junior high and high school, and finally towards autonomous learning for pleasure, communication with Japanese students and students from other countries, and study abroad. As the Japanese SAC assistants worked closely and frequently with Japanese students who visited the SAC, they realized that they could play a vital role in motivating other Japanese students to become autonomous language learners who could pave their own paths towards studying English for various purposes.
外国語学習のコンテクストにおいては、自律学習支援室(SACs)は学習者の自律性と関連付けられるのが一般的である(McMurry, Tanner, & Anderson, 2010)。自律的な語学学習者は、正式な授業での学習を補完するために、多様な資料や教材を提供するSACsを頻繁に利用するなど、授業外での学習を行う(Hsieh, 2010)。本定性的研究では、日本の関西地区の私立大学の8人の日本人SACアシスタントに対して、英語の生涯学習の過程、補助教材、および英語学習の動機付けに関する質問調査を実施した。本研究の目的は、調査で取り上げた日本人SACアシスタントたちが、SACを訪れる他の日本人学生たちにとって好ましいロールモデルとなりえるような自律した学習者にどのようにしてなることができたのかを検証することである。日本人SACアシスタントの回答によると、彼らの英語学習の過程は、小学校時代に楽しみながら学習することから始まり、中学校や高校では今後の進路を大きく左右する試験に合格するために学習し、そして自らの楽しみや、日本人学生あるいは他の国の学生とのコミュニケーション、海外への居住・留学のために学習する自律学習へと発展していった。日本人SACアシスタントがSACを利用する日本人学生と一緒に親密かつ頻繁に学習に取り組む中で、彼らは自分たちが、他の日本人学生が個々の目的のために自分の力で英語を学べる自律した学習者になっていくための動機づけをする重要な役割を担いうることを認識していった。 -
The emergency remote learning process of Japanese university EFL students in a Global Topics Course
Marian Wang
THT Journal: The Journal of Teachers Helping Teachers 8 64 - 84 2020年
単著
When Prime Minister Shinzo Abe declared a state of emergency from April 7 to May 6, 2020 due to the rapid spread of the novel coronavirus COVID-19 in Japan, Japanese universities proceeded with moving courses online for the upcoming spring term. Administrative staff, teachers, and students found themselves preparing for a unique situation conceptualized by Hodges, Moore, Lockee, Trust and Bond (2020) as “Emergency Remote Teaching” or (ERT). ERT is a temporary, short-term fix of moving traditional courses to an online platform out of obligation; it is not intended to be a sustainable solution of creating online learning systems in higher education (Nae, 2020). Since April of 2020, ERT has become the norm for tertiary institutions in Japan, with university students on the receiving end, engaging in Emergency Remote Learning (ERL). In this study, 29 Japanese university students at a private university in the Kansai region reflected on their ERL experience after completing a Global Topics course in the spring semester of 2020. Students indicated that ERL posed many challenges, particularly when they had to work with peers on group projects. Group projects required communicating with peers who had different class schedules and priorities, which often made group work difficult. With respect to students’ overall ability to adapt to ERL, most students rated themselves as being adaptable because they felt that they had tried their best to complete all tasks on time and participated actively in all Zoom sessions. However, at times, they felt unmotivated. The reflections from these students illustrate how they found ERL difficult but generally rewarding because they could feel a sense of accomplishment when completing online tasks and learning new technological skills that they could use even after the end of COVID-19.
日本における新型コロナウイルスの急拡大を受けて安倍晋三首相が2020年4月7日から5月6日にかけて緊急事態宣言を発出すると、日本の大学は来る春学期の授業をオンラインに移行し始めた。職員や教員、学生は、Hodges、Moore、Lockee、TrustおよびBondが「緊急遠隔授業(Emergency Remote Teaching)」またはERTという概念で呼ぶ特異な状況に置かれた。ERTとは必要に迫られて暫定的に短期間、伝統的な授業形態からオンラインをプラットフォームとした授業に移行することであり、それゆえ高等教育にオンライン学習システムを構築するという持続可能な解決策としては想定されていない(Nae, 2020)。2020年4月から、ERTは日本の大学教育の標準となり、その受け手である学生は緊急遠隔授業(ERL)に参加することになった。本研究では、関西地区の29人の日本の大学生が、2020年の春学期のGlobal Topicsの授業を終えてから、自らのERLの経験について振り返った。学生の回答から、ERLはグループ学習における他の受講者たちとの共同作業をはじめとして、多くの難題をもたらしていることが示された。グループ学習においては、異なる時間割や優先順位を持つ他の受講者とコミュニケーションをとることが求められるため、グループワークはしばしば困難を伴う。学生のERLへの総合的な適応能力に関しては、ほとんどの学生がすべての課題を時間内に終えられるよう最善を尽くし、すべてのZoomにおけるセッションに積極的に参加したと感じており、自分に適応力があると評価した。一方で学生は時折やる気が出ないとも感じていた。オンラインの課題をやり遂げたときや、COVID-19の終息後にも活用できるテクノロジー上のスキルを学ぶことに達成感を感じているため、ERLは困難であるがやりがいのあるものであると学生が捉えていることが、学生からの振り返りによって明示された。 -
Enhancing cross-border learning opportunities in Japanese higher education institutions by internationalizing the EFL curricula
Marian Wang
言語と文化 ( 23 ) 21 - 36 2019年3月
単著
In this qualitative study, five foreign exchange students were invited to observe presentations and answer questions about their country of origin in Global Topics courses at a private university in the Kansai region of Japan. After the activity, the Japanese English as a Foreign Language (EFL) students and non-Japanese university students reflected on the experience by completing a questionnaire via email. Students said that the most interesting presentations were those that included a comparative and contrastive analysis of specific topics within Japanese and non-Japanese contexts. The questions that were posed to the foreign exchange students after the presentations that sparked the greatest interest were those that revolved around the lives of the international students in Japan. Although the Japanese students and non-Japanese students found this activity helpful for their understanding of other cultures and their own culture, they recommended follow-up activities that would further their learning from each other.
本質的研究では、日本の関西地方のある私立大学のグローバル・トピックスのコースの中で、5名の交換留学生を招いて、プレゼンテーションを講評し、自身の出身国についての質問に答えてもらった。授業後にEメールでの質問票に答えるという形で日本のEFL学習者と海外留学生がそれぞれ体験の振り返りをおこなった。学生によればもっとも興味深かったプレゼンテーションは日本および非日本のコンテクストにおける特定の話題についての比較・対照を含んだものであった。海外留学生にプレゼンテーション後に提示された質問の中でもっとも興味を誘発したものは、日本における海外留学生の生活をめぐるものであった。日本人学生、海外留学生ともに本コースでのアクティビティを自他の文化の理解に役立つと感じたものの、彼らは互いから得られた学びをさらに深めるようなフォローアップ学習を希望した。 -
The transitional challenges and transformational experiences of an aspiring global human resource: A case study of a Japanese exchange student
Marian Wang
THT Journal: The Journal of Teachers Helping Teachers 7 ( 1 ) 105 - 129 2019年
単著
Japanese university students choose to study abroad for various reasons. Studying abroad may give them a chance to be immersed in other cultures where linguistic, social, cognitive, and emotional factors impact their willingness to communicate (WTC) (Macintyre & Legatto, 2010). Studying abroad might also encourage them to confront their ingrained beliefs and stereotypes, thereby strengthening their inner core that could transform them into global citizens (Wang, 2017). While abroad, some Japanese students may even transition from being peripheral to legitimate members of global Communities of Practice (Wenger, 2000). This case study investigates the transitional challenges and transformational experiences (Gu, Schweisfurth, & Day, 2010) of an undergraduate Japanese exchange student in the United States over ten months. The student participated in pre- and post-study abroad interviews and also e-mailed fortnightly or monthly journal entries that examined some of the challenges he faced. The pre-study abroad interview demonstrated how the student’s three-year immersion in English learning contexts helped prepare him for his academic year abroad. The journal entries highlighted how he adjusted to social expectations abroad, adopted effective strategies to communicate in English, and raised his awareness of global issues in order to become more politically correct. His study abroad experience confirmed that he wanted to continue along his current path of becoming a global human resource (GHR), who could contribute to Japan and the world.
日本人学生が海外留学する理由は多岐にわたる。海外留学は異文化に深く入り込む機会を提供し、それによって言語的、社会的、認識的、情緒的要素が「他者と対話する意思」(WTC)に影響を与える(Macintyre & Legatto, 2010)。また、海外留学は、自らのうちに深く染み込んだ考えやステレオタイプと向き合うことを促し、自己の中核を強固なものにし、世界市民へと変化するきっかけとなりうる(Wang, 2017)。渡航期間中にグローバルな実践共同体の周縁的存在から正当な成員へと変化する日本人学生もみられる(Wenger, 2000)。本ケーススタディでは、アメリカに10か月にわたり留学した日本人の学部生の交換留学生が過渡期に直面した困難と、自らを変革する体験(Gu, Schweisfurth, & Day, 2010)について精査したものである。調査対象の学生は留学前・留学後に面談を行い、さらに隔週または一か月ごとに自分が直面した問題について記入したものをe-メールで送信した。留学前の面談によって、学生の三年間の英語イマ―ジョン学習が海外の大学での一年に備えるうえでどのように役に立ったかが示された。滞在中の記録からは、学生がいかにして渡航先における社会的期待に順応し、効果的な方策をもって英語コミュニケーションを行い、政治的公正さを身につけるべく地球規模の問題への意識を高めていったかが浮き彫りになった。彼の海外留学経験は、日本と世界に貢献するグローバル人材(GHR)となるという現在の方向性を継続したいという意思をより強固なものにした。 -
A qualitative study of Japanese and international students’ definition of global human resources in the context of Japanese higher education
Marian Wang
神戸大学国際コミュニケーションセンター論集 ( 14 ) 23 - 40 2018年3月
単著
The aim of this research was to examine and compare Japanese and non-Japanese university students’ perceptions and experiences at South Central Japan University (pseudonym) within the Japanese government’s policies of the internationalization of higher education. Although internationalization of higher education can be analyzed from many angles, in terms of Japanese higher education institutions (HEIs) and internationalization, special attention was paid to traditional internationalization strategies (Altbach & Knight, 2007) such as expanding study abroad programs for university students and human resource development. One of the most significant findings from this study was that Japanese students and international students had similar interpretations of what it meant to be a global human resource (GHR). GHRs were reflective individuals who relied on a resilient core that would allow them to think critically about their global and local experiences as cosmopolitan citizens (Delanty, 2000). Having a positive effect on Japan’s economy was not as relevant as the effect that GHRs could have within and beyond Japan’s borders. Japanese students who had not studied abroad were more aligned with MEXT’s definition of being GHRs from the angle of being a Japanese citizen. However, those who had studied abroad shared the views of the international students – that GHRs were able to consider worldviews that were more inclusive and ethnorelativist. My research findings have implications on stakeholders at all levels at SCJU and possibly at other universities that are fostering the development of GHRs.
本リサーチの目的は、日本政府による高等教育の国際化政策のなかで、South Central Japan University (仮名)における日本人学生と外国人学生の認識と経験を比較し吟味することである。高等教育の国際化は多角的に分析されうるが、日本の高等教育機関(HEIs) と国際化の観点においては、学生のための海外留学プログラムや人材育成の拡充といった伝統的な方策に特別な注意が向けられていた(Altbach&Knight)。本研究から得られた重要な知見として、日本人学生と外国人学生はともにグローバル人材(GHR)について似通った解釈をもっていることがわかった。
グローバル人材とは、世界市民として自身のグローバル/ローカルな経験を批判的に考察することのできる柔軟性を備えた内省的個人であり(Delanty, 2000)、日本経済に好影響を及ぼすことは、グローバル人材が国内外に対して与えうる影響ほどには問題とされるものではない。
海外留学経験をもたない日本人学生は、文部科学省による、日本国民としての視点に立脚したグローバル人材の定義により近い考えを抱いているが、
海外留学を経験した学生は、外国人留学生と見解を共有しており、グローバル人材とは、より包括的かつ民族相対主義的な世界観を考慮することのできる人材であると考えている。本調査の結果はSCJUのあらゆるレベルのステークホルダー、さらにはグローバル人材育成を促進する他大学のステークホルダーに示唆をもたらすものである。 -
From E-debates to cross-border live debates: Reflections across borders 査読あり
Marian Wang, Emiko Kihara
THT Journal: The Journal of Teachers Helping Teachers 6 ( 2 ) 72 - 91 2018年
共著
担当区分:筆頭著者
Debating gives students opportunities to practice their argumentative and persuasive skills. In English as a Foreign Language (EFL) learning contexts, debating across borders enables language learners to develop their critical thinking skills, intercultural competence (Durkin, 2008), and awareness of controversial issues (Wang & Kihara, 2016). In this study, five Japanese undergraduate students and one recent Japanese postgraduate student collaborated online with students overseas to prepare for and travel to Taiwan where they participated in two live debates (one in Japanese and one in English) with 12 Taiwanese postgraduate students majoring in Japanese. After the debates, the Japanese and Taiwanese students were asked to reflect on the debate project. Students made suggestions for future cross-border debate projects, notably with the management of the debates—prior to the actual debate and during the live debates. Some students also suggested that the aim of the debates be elucidated more clearly so that the debate participants could optimize their Willingness to Communicate (WTC) in live debates (Wang & Kihara, 2017). Students also reflected on their personal experience. Some students felt that they were able to gradually build on their intercultural competence through this debate project with Taiwanese students.
ディベートは学生にとって説得力ある論証能力を訓練する機会となる。外国語としての英語(EFL)学習の文脈においては、越境的議論によって言語学習者の批判的思考力、異文化理解能力(Durkin, 2008)、および論争上にある問題に対する意識(Wang & Kihara, 2016)を向上させることができる。本研究の中では、5人の日本人学部生と1人の日本人大学院生がオンラインで海外の学生と共同して準備を行ったうえで台湾に渡航し、2つのライブ・ディベート(1つは日本語、もう一つは英語による)を日本語を専攻する12人の台湾人大学院生と行った。ディベートの後、日本人学生と台湾人学生には本ディベートプロジェクトを振り返ってもらい、将来の越境的なディベートプロジェクトに向けた改善点、特に実際のディベートの前とライブディベート中の運営について学生からさまざまな提案をしてもらった。学生の中からはディベートの目的をより明確化することで参加者がライブディベートの場で対話する意志(WTC)を最大限に有効化できる (Wang & Kihara, 2017)のではないかと示唆する意見も上がった。学生は同時に、自身の個人的経験の振り返りも行い、数名の学生が今回の台湾人学生とのディベートプロジェクトを通じて自身の異文化理解能力を段階的に構築していくことができたと感じたことも明らかになった。 -
JALT membership survey: Trends, issues, and solutions 招待あり 査読あり
Fred Carruth, Melodie Cook, Kent Hatashita, Noriko Mori, Marian Wang
JALT Postconference Publication - JALT2016 122 - 128 2017年8月
共著
JALT is a not-for-profit organization run by volunteers, whose purpose is to improve and promote the teaching and learning of languages in Japan. The avowed purpose of JALT’s chapters and special interest groups (SIGs) is to serve their membership to those ends, but the attitudes, wants, and needs of this membership have been understood only anecdotally. This qualitative study is an initial attempt at surveying members, giving them the opportunity to discourse freely about JALT. Although the main finding is that 95% of respondents are in JALT for professional reasons, of considerably more interest is the increased understanding of the great breadth of members' professional interests, their opinions about JALT, and the wide variety of personal concerns, such as gender issues and Japanese participation. Recommendations are given regarding possible ways JALT members, as well as the organization itself, could address such issues.
全国語学教育学会(JALT)はボランティアの運営による非営利団体であり、その趣旨は日本における語学教授と学習の発展と推進である。地域支部および分野別研究部会は全会員に寄与することを公然の目的としているが、これまで会員のこれらに対する考え、要望、需要を示す確たるものはなかった。この質的研究は、会員にJALTについて自由に発言してもらう機会を設けることで、問題点と解決策を見出そうとしたものである。主に明らかになったことは、回答者の95%が職業上の理由からJALTに属していることであるが、それ以上に興味深いことは、会員の職業上の興味、JALTに対する意見、そしてジェンダー問題や日本人会員の参加など非常に多岐に渡る会員個々のJALTへの関心事に関連していることである。今後JALTおよびJALT会員から提言できる妥当性のある解決策についても提案する。 -
JALT membership survey: Trends, issues, and solutions
WANG MARIAN, MORI NORIKO, CARRUTH FRED, COOK MELODIE, HATASHITA KENT
Transformation in language education 122 - 128 2017年8月
共著
出版者・発行元:JALT
JALT is a not-for-profit organization run by volunteers, whose purpose is to improve and promote the teaching and learning of languages in Japan. The avowed purpose of JALT’s chapters and special interest groups (SIGs) is to serve their <br />
membership to those ends, but the attitudes, wants, and needs of this membership have been understood only anecdotally. This qualitative study -
A Qualitative Study of Higher Education Policy and Practice in Fostering Global Human Resources in Japanese Higher Education Institutions
WANG Marian
リバプール大学 教育学博士論文 1 - 204 2017年7月
単著
The purpose of this study was to investigate possibilities for further alignment of government (macro) ethos on institutional (meso) activities and processes that impact the development of competencies on the student (micro) level (Knight, 1997). This study forges a new qualitative perspective on the micro level using an Interpretive Phenomenological Approach (IPA) as the methodological framework. Twelve Japanese students were engaged in focus group discussions and ten international students were interviewed in accordance with the epistemological, ontological, and humanistic principles of IPA. Knight’s (1997) categories of ethos, processes, activities and competencies framed the research questions and analyses of results. This study illustrates how stakeholders at various levels impact upon the internationalization of higher education strategies such as GHR development. Although MEXT’s top-down policies have been trickling down to the grassroots level, the results of this study show that policies of GHR development have not been inclusive of international students who lacked familiarity with the policies and had limited interaction with Japanese students. Moreover, Japanese students felt that the policies privileged Japanese students who were predestined to become GHRs. Thus, for MEXT’s policies to have a greater impact upon university students, the study suggests that further interaction between Japanese and international students be instigated. In short, cross-cultural opportunities within programs and curricula must be increased so that more Japanese and international students at the micro level could be motivated to pursue a lifelong journey that could result in them epitomizing their ideal GHR.
本研究では日本政府の理念と教育機関の実践の更なる連携可能性を模索するために、まず文部科学省のGHR育成推進事業の教育を受けた日本人大学生と海外留学生に対してインタビュー調査を実施した。現象を解釈的に分析する方法論で、ミクロレベルで新たな定性的視点を設定した結果、日本人学生と海外留学生共にGHRを「文化の多様な現実を相対的に受容できるコスモポリタン的人材」と認識していることが分かった。しかし、高等教育戦略の内在化を目指す関係者への調査から、「GHR育成政策は政策への知識を持っておらず、日本人学生との交流も限られている留学生には十分に浸透しておらず、日本人学生にも、一部の限られた学生のための政策に過ぎない」と見なされている現状が浮き彫りになった。より広範な影響力を政策にもたせるためには、異文化交流の機会を設けるプログラムの拡充など、ミクロレベルでの学生に対する働きかけが求められることを示した。 -
Literary analysis of global human resource development within Japanese higher education institutions
WANG MARIAN
神戸大学国際コミュニケーションセンター論集第 ( 13 ) 3 - 15 2017年4月
単著
出版者・発行元:神戸大学
This literature review illustrates how the discussion on global human resources (GHRs) – those who have foreign language skills, communication skills, an understanding of cultures based on a Japanese identity, and the drive to become global leaders (MEXT, 2015) – is situated within academic research on the internationalization of tertiary education in Japan. The internationaliz
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Willingness to communicate in debate settings: Case study of a Japanese university student 査読あり
Marian Wang, Emiko Kihara
THT Journal: The Journal of Teachers Helping Teachers 5 14 - 29 2017年
共著
担当区分:筆頭著者
Willingness to communicate (WTC) is a concept that has been interpreted via motivational theories (Dörnyei, 2003) of how language speakers’ perception of their competence in a foreign language and anxiety associated with speaking the target language would impact their output. WTC can be consistent and/or dynamic for an individual depending on linguistic, social, cognitive, and emotional factors (Macintyre & Legatto, 2010). In this study, WTC was analyzed and interpreted in a live debate setting between Japanese students and non-Japanese students. The case study focused on a student who participated in the debate for the first time, yet was able to communicate effectively throughout the debate. The linguistic, social, cognitive, and emotional factors that contributed to the students’ WTC were explored to understand how teachers of English as a Foreign Language (EFL) could facilitate students’ WTC in debate settings that require students to convey their ideas and negotiate meaning on controversial issues with other students who may or may not share their first language.
対話する意思(WTC)とは、言語話者の自身の外国語能力についての認識、および目標言語を話すことに関して覚える不安感が彼らのアウトプットにどのような影響を及ぼすのかについて検証した動機づけ理論(Dörnyei, 2003)によって解釈されてきた概念である。WTCは言語的、社会的、認識的、感情的な要因次第では個人にとって堅固かつ/または強力なものになりうる(Macintyre&Legatto, 2010)。本研究では、日本人学生と外国人学生による討論の場の中でWTCの分析・解釈が行われた。ケース・スタディでは討論に初めて参加したにもかかわらず討論において効果的に意思伝達をおこなうことができた学生に焦点を当てた。学生のWTC形成に寄与しうる言語的、社会的、認識的、感情的な要因を調査し、自分の考えを伝え、論題について第一言語を必ずしも共有していない相手と意味交渉をすることが求められる討論の場において、外国語としての英語(EFL)の教員はどのようにして学生のWTCを高めていくことができるかが考察された。 -
Glonacal forces: Implications and impact for Japanese higher education institutions
WANG MARIAN
神戸大学国際コミュニケーションセンター論集 ( 12 ) 3 - 10 2016年4月
単著
出版者・発行元:神戸大学
The purpose of this paper is to explain how leaders at higher education institutions in Japan might respond to global pressures by referring to the glonacal agency model of internationalization of higher education, Yonewawa’s (2011) glonacal analysis of higher education in Japan, and evidence in the form of case studies of globalization of higher education in Singapore. The pap