論文 - WANG Marian
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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
-
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
-
Literary Analysis of Global Human Resource Development within Japanese Higher Education Institutions
Marian Wang
神戸大学国際コミュニケーションセンター論集 13 1 - 13 2016年
単著
担当区分：筆頭著者
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 internationalization of higher education is analyzed through government (macro), institutional (meso), and student (micro) levels regarding higher education policy by examining clashes between ethos, process, activity, and competency perspectives (Knight, 1997). Clashes between a nationalistic ethos and a cosmopolitan opening up of flagships universities reveal the challenges of fostering GHRs who can contribute to Japan’s knowledge-based economy. On the micro level, processes and activities of Japanese higher education institutions (HEIs) demonstrate how policies that emphasize foreign language (English) acquisition need to be expanded so that they are more inclusive of the realities of GHRs having to operate and adapt in a community of world English speakers. This literary analysis highlights the paucity of qualitative research on the micro level that examines the attitudes of Japanese students and international students towards top-down policies on raising GHRs.
本文献レビューは、日本の大学教育の国際化に関する学術調査のうちに、グローバル人材（GHRs）--外国語運用能力、コミュニケーション能力、日本人としてのアイデンティティに立脚した他文化理解、およびグローバルリーダーとなる意欲を持つ人物（MEXT, 2015）--についての議論を、いかに位置づけるか説明するものである。高等教育の国際化については、エトス、プロセス、アクティビティ、コンピタンス論の間で見られる衝突の検証により、高等教育政策に関わる政府（巨視的）、各機関（中間的）、学生（微視的）の視点において分析されている（Knight, 1997）。本文献分析によって、グローバル人材育成についてのトップダウン型の政策に対する日本人学生および海外留学生の態度を調査するという、微視的視点での質的調査の不足が明らかとなった。その他リンク： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
-
E-debating for cross-border communication and critical thinking skills 査読あり
Marian Wang, Emiko Kihara
The Journal of Teachers Helping Teachers 4 156 - 168 2016年
共著
担当区分：筆頭著者
Recently, e-learning has been getting attention as a virtual learning space that may be a possible substitute to traditional classroom environments where teacher-fronted instruction may abound and learners may have limited access to working with learners from around the world (Zhang, Zhao, Zhou, & Nunamaker, 2004). Japanese university students are being encouraged to become globaljinzai(human resources), individuals with foreign language competence, cross-cultural understanding while retaining their Japanese identity, self-confidence, and drive (Akimoto, 2013; Yonezawa, 2014). A skill that has been identified as vital to becoming successful globally is to have the ability to express opinions clearly and to consider issues from various perspectives. By investigating how university students prepare and engage in cross-cultural debates, research practitioners in higher education institutions in Japan might be able to raise their students’ ability to present arguments and have the confidence to state and consider multiple viewpoints in global Communities of Practice (Wenger, 2000).
従来の教師主導の授業環境では学生同士の生活の場を越えた協働の可能性が閉ざされる問題点があったが、それに代わるバーチャル学習空間としてオンラインディベートが注目を集めている。保守的な指導形態を好む立場からは疑義が呈されるが、文化の垣根や国境を越えた多様な教育環境の学習コミュニティと日本の教員と学生が国際的に共同プロジェクトを遂行することで、伝統的な学習環境と共存しながら、国際的に活躍するためにとりわけ欠かせない英語で明瞭に意見を述べ、物事を多角的な視点から考察する能力を養成する方法を提案した。日本の大学生は、外国語学能力、異文化理解力を備えたグローバル人材になることが奨励されているため、学生のオンラインディベート参加方法を調査することで、学生たちが国際的なコミュニティで議論を交わし、自信をもって自己主張し、多様な観点から論点を考察していく能力を向上させていくことができる可能性が示された。 -
A reflection on Teachers Helping Teachers
WANG MARIAN
The Journal of Teachers Helping Teachers 2 ( 1 ) 8 - 12 2015年9月
単著
出版者・発行元：Teachers Helping Teachers
This personal reflection illustrates what Teachers Helping Teachers (THT) offers that other conferences and professional development seminars do not. My conclusion was that the people involved in making the programs happen – the participants, the organizers, the delegates, and the local officials – are all committed to making sure that everyone feels included in the THT family.
-
Reflecting on presentations and workshops for Teachers Helping Teachers (THT)
WANG MARIAN
The Journal of Teachers Helping Teachers 3 18 - 26 2015年9月
単著
In this personal reflection on THT presentations and workshops, I posed the following questions:<br />
What have been the obstacles I experienced when giving presentations and workshops to THT participants? Which presentations and workshops have attracted a captive audience in THT programs? Why? What kind of presentations and workshops might I consider giving in the future for THT pa -
Critical literary analysis of the internationalization of higher education
WANG MARIAN
神戸大学国際コミュニケーションセンター論集第 ( 10 ) 12 - 19 2015年4月
単著
出版者・発行元：神戸大学
Japanese higher education institutions are facing a new challenge imposed by the Japanese government – to create students who can become global citizens and leaders by learning English and experiencing other cultures. SOLAC at Kobe University is no exception. This paper summarizes and critically analyzes literature on the internationalization of higher education and applies the
-
Integrating critical thinking skills into pre-study abroad courses: A self-study
WANG MARIAN
神戸大学国際コミュニケーションセンター論集第 ( 11 ) 3 - 13 2015年4月
単著
出版者・発行元：神戸大学
This paper explores how critical thinking skills could be integrated into Pre-study Abroad course curriculum at SOLAC at Kobe University in Japan. SOLAC’s role in designing Pre- and Post-Study Abroad courses that fall within SOLAC’s Global Programs are contextualized to demonstrate how developing learners’ critical thinking skills could help SOLAC teachers achieve some of the
-
Glonacal forces: Implications and impact for Japanese higher education institutions
Marian Wang
神戸大学国際コミュニケーションセンター論集 13 1 - 13 2015年
単著
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 paper begins with a restatement of the issue of global excellence at a Japanese university to address this issue, analyzes glonacal forces of higher education in Japan, and uses evidence from Singapore’s HE globalization strategy to illustrate that global partnerships with other reputable educational institutions could be deepened alongside local strategies that focus on creating global programs and study abroad programs for Japanese students.
当研究の目的は日本の高等教育機関の指導者が、国際的な圧力にどのように対処するかを論じることであり、高等教育の国際化のグローナカルエージェンシーモデル、米澤の日本の高等教育のグローナカル的分析、および根拠としてのシンガポールの高等教育のグローバル化のケーススタディに言及した。他の名声ある教育機関との国際的なパートナーシップが日本人学生のためのグローバルプログラムと海外留学プログラムの創出に注力する国の戦略共々深化させうる可能性があることを示した。その他リンク： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
-
Reflecting on presentations and workshops for Teachers Helping Teachers 査読あり
Marian Wang
The Journal of Teachers Helping Teachers 3 18 - 26 2015年
単著
In this personal reflection on THT presentations and workshops, I posed the following questions:
What have been the obstacles I experienced when giving presentations and workshops to THT participants? Which presentations and workshops have attracted a captive audience in THT programs? Why? What kind of presentations and workshops might I consider giving in the future for THT participants? The primary obstacle I experienced in preparing suitable presentations and workshops was due to my assumption that I would be presenting to university educators when in fact many participants were primary or secondary school teachers or even students. Other obstacles included the emphasis I placed on research-based presentations when teachers were looking for practical solutions to problems. Lastly, the reality that I was not familiar with the local context of teaching hampered my ability to prepare useful presentations and workshops.
教授者は参加者が大学の教授者に話すように準備する傾向があるが、参加者の方は初等、中等教育現場の英語教員である場合が多い。さらに教授者は研究成果をもとにしたプレゼンテーションに力点をおく傾向があるが、参加者は実際的な問題に対する解答を求めている。本稿はTHTにかかわる筆者の個人的な経験を踏まえた提言である。 -
Integrating critical thinking skills into pre-study abroad courses
Marian Wang
神戸大学国際コミュニケーションセンター論集 11 3 - 13 2014年
単著
担当区分：筆頭著者
This paper explores how critical thinking skills could be integrated into Pre-study Abroad course curriculum at SOLAC at Kobe University in Japan. SOLAC’s role in designing Pre- and Post-Study Abroad courses that fall within SOLAC’s Global Programs are contextualized to demonstrate how developing learners’ critical thinking skills could help SOLAC teachers achieve some of the overarching curricular aims of preparing students for studying abroad. Challenges revolving around concepts of critical thinking in an Asian educational context are explained using existing literature. Moreover, literature regarding studying abroad and the role educators play in facilitating students to reflect on their experiences abroad are analyzed. Following the literature review, the theoretical framework, methodology and data collection, research results, and implications of the research for SOLAC teachers of a self-study action research project are specified.
批判的思考技術が神戸大学国際コミュニケーションセンターの「事前海外留学カリキュラム」と学理的に統合できるか、その可能性について探った。アジアの教育現場における批判的思考に関する課題について分析し、留学とその反省を助ける教員の役割も分析した。その他リンク： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
-
A reflection on Teachers Helping Teachers 査読あり
Marian Wang
The Journal of Teachers Helping Teachers 2 8 - 12 2014年
単著
担当区分：筆頭著者
This personal reflection illustrates what Teachers Helping Teachers (THT) offers that other conferences and professional development seminars do not. My conclusion was that the people involved in making the programs happen – the participants, the organizers, the delegates, and the local officials – are all committed to making sure that everyone feels included in the THT family. The THT family ties are strong because there is something in each THT program that makes delegates leave with that feeling of wanting more to contribute to the world.
バングラデシュ、キルギスタン、ラオス、フィリピン、ベトナムの「教師による教師のための研究部会」に参加し、現地の英語教育に携わる人、プログラムに参加して、英語教育水準を高めるために貢献しようとする人、THTの組織者の協働事業の有効性について検証した。 -
Learning environment analysis
WANG MARIAN
The Journal of Teachers Helping Teachers 1 ( 1 ) 2 - 10 2013年9月
-
Connections between learning theories
WANG MARIAN
神戸大学国際コミュニケーションセンター論集 ( 9 ) 31 - 40 2013年4月
単著
出版者・発行元：神戸大学
This paper looks at the origin of learning theories by defining learning and education goals, finding links among learning theories by connecting them to stakeholders in higher education, and applying these theories to practice. Gaps in learning theories and the reality of English teaching in higher education institutions in Japan and possibilities for professional development
-
Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended 査読あり
Marian Wang
The Language Teacher 37 ( 1 ) 25 - 28 2013年1月
単著
This is an interview article where questions from The Japan Association for Language Teaching (JALT) members were compiled, analyzed, and organized. Dr. Stephen Krashen expanded on his lecture on The Comprehension Hypothesis Extended.
全国語学教育学会の学会員からの疑問が編纂され、分析され、系統立てられたインタビュー記事。スティヴェン・クラッシェン博士が理解可能なインプット仮説についてのレクチャーを敷衍した。 -
Critical literary analysis of the internationalization of 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 10 12 - 19 2013年
単著
担当区分：筆頭著者
Japanese higher education institutions are facing a new challenge imposed by the Japanese government – to create students who can become global citizens and leaders by learning English and experiencing other cultures. SOLAC at Kobe University is no exception. This paper summarizes and critically analyzes literature on the internationalization of higher education and applies the analysis to SOLAC’s practical problem of creating global citizens. Questions regarding student motivational variables to study abroad, the definition of global citizens, and the possibility of SOLAC’s English language programs in creating future global citizens are addressed.
高等教育機関の国際化に関する文献を分析し、それを同センターのグローバル市民を育成する実際的問題に適用させた。海外留学、グローバル市民の定義、将来のグローバル市民を育成するセンターの英語プログラムの可能性を論じた。その他リンク： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
-
Learning environment analysis 査読あり
Marian Wang
The Journal of Teachers Helping Teachers 1 2 - 10 2013年
単著
担当区分：筆頭著者
The purpose of this paper is to identify learning issues, apply theoretical and practical tools to the organizational analysis, identify factors that influence the development of foreign language learning environments at the School of Languages and Communication (SOLAC) at Kobe University, and evaluate and analyze the issues. The final analysis shows how coherence within SOLAC and its positioning in Kobe University’s vision can facilitate constructive institutional responses to address the learning issues.
外国語学習の問題を特定し、組織分析に理論と実際的ツールを適用し、同センターの学習環境の発展に影響を及ぼす要因を特定することである。その結果、センターの一体性と神戸大学ヴィジョンにおける位置が学習問題に対処するための建設的な回答を促進させると結論づけた。 -
Self-motivation for Japanese university students
Marian Wang, Hector Luk
言語教育センター研究年報 15 59 - 70 2012年3月
共著
担当区分：筆頭著者
By the time Japanese students enter university, most of them would have had at least six years of English education. As English is not used widely in the community, there are limited incentives for many of the students to pursue their English studies further. However, there are always students who continue taking English classes beyond what is required of them. At Kwansei Gakuin University in Japan, some students choose to enroll in elective English courses at the Language Center after finishing their compulsory English courses in their departments. It was the aim of this research to identify some factors that motivate these students. By having a better understanding of the students’ motivation, instructors can cultivate an environment that matches more closely to the students’ learning needs.
日本人学生は大学に進学するまでに少なくても6年間の英語教育を受けている。しかし英語が広範に使われている社会ではないため、英語をさらに学ぼうとする動機は限られている。それにもかかわらず、大学の定める卒業要件以上に英語を履修しようとする学生は常に存在する。学生の動機をよりよく理解することにより、教授者は学生の学習ニーズにふさわしい学習環境を涵養することができる。関西学院大学における事例研究であり、選択クラスを履修する学生の動機形成要因を明らかにしようとしたものである。 -
Self-motivation for Japanese university students
WANG MARIAN, LUK HECTOR
言語教育センター研究年報 ( 15 ) 59 - 70 2012年3月
共著
出版者・発行元：関西学院大学
By the time Japanese students enter university, most of them would have had at least six years of English education. As English is not used widely in the community, there are limited incentives for many of the students to pursue their English studies further. However, there are always students who continue taking English classes beyond what is required of them. At Kwansei Gakui
-
Connection between learning theories
Marian Wang
神戸大学国際コミュニケーションセンター論集 9 31 - 40 2012年
単著
This paper looks at the origin of learning theories by defining learning and education goals, finding links among learning theories by connecting them to stakeholders in higher education, and applying these theories to practice. Gaps in learning theories and the reality of English teaching in higher education institutions in Japan and possibilities for professional development are explained.
学習理論と日本の高等教育機関における英語教育の現実の乖離、および専門的能力の開発の可能性が論じられている。その他リンク： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
-
An eye-tracking study on ambiguous relative-clause attachments in L2 English for Japanese learners of English
Yoko Nakano, Marian Wang
The Institute of Electronics, Information and Communication Engineers Technical Report 111 ( 170 ) 79 - 82 2011年8月
共著
This study investigated preference for relative-clause attachments in processing the complex noun phrases (NP), such as the teacher of/with the student who was singing a song” by using an eye-tracking technique with Japanese learners of English at different proficiency levels and native speakers of English as participants. The individual participants’ reading spans were also measured. The analyses for the initial and regressive eye movements indicated a possible influence of different working memory capacity, which was reflected in the reading-span scores, on the attachment decisions in the native speakers but not in the non-native speakers.
複雑な名詞句を処理するうえで関係詞節を付加することが好まれる傾向にあることを精査した。調査は眼球運動測定技術を用いて、習熟度の異なる日本人英語学習者と英語のネイティブスピーカーを被験者として行われ、ワーキングメモリーの能力の差異がネイティブスピーカーの関係詞節付加の決定に影響を及ぼしているが、非ネイティブスピーカーはその限りではない可能性が示唆された。 -
An eye-tracking study on ambiguous relative-clause attachments in L2 English for Japanese learners of English
WANG MARIAN, NAKANO YOKO
IEICE Technical Report 111 ( 170 ) 79 - 82 2011年8月
共著
This study investigated preference for relative-clause attachments in processing the complex noun phrases (NP), such as the teacher of/with the student who was singing a song” by using an eye-tracking technique with Japanese learners of English at different proficiency levels and native speakers of English as participants. The individual participants’ reading spans were also me
-
Increasing Japanese university EFL students’ motivation through communication with international students
Marian Wang, Andrew Nowlan
言語教育センター研究年報 14 63 - 84 2011年3月
単著
担当区分：筆頭著者
This paper shares lessons learned from a communicative activity involving EFL students and international exchange students at Kwansei Gakuin University in Japan. The Japanese students explained what they considered as a “good” English speaking partner and how the activity could motivate them to continue studying English.
様々な文化や言語の背景を持っている英語話者である留学生とのコミュニケーションが、日本人学生が現在持っている技能を使用してさらに言語能力を伸ばす動機となるか否かを把握するために、関西学院大学のEFLの学生と交換留学生が参加したコミュニケーション活動を行った授業についてまとめた。 -
Developing a Vocabulary Learning System
WANG MARIAN, LUK HECTOR
Teachers Helping Teachers, The Proceedings of 2010 Conferences, Seminars and Workshops 15 - 24 2011年3月
共著
出版者・発行元：Teachers Helping Teachers
The study was carried out to determine how students felt about studying, recording and sharing vocabulary with their peers on a regular basis. According to the responses to a questionnaire from 74 students, most students supported structured learning of vocabulary words in context followed by interactive classroom activities geared towards explaining and guessing vocabulary wor
-
Increasing Japanese university students' motivation through communication with international students
WANG MARIAN, NOWLAN ANDREW
言語教育センター研究年報 ( 14 ) 63 - 84 2011年3月
共著
出版者・発行元：関西学院大学
This paper shares lessons learned from a communicative activity involving EFL students and international exchange students at Kwansei Gakuin University in Japan. The Japanese students explained what they considered as a “good” English speaking partner and how the activity could motivate them to continue studying English.
-
Peer teaching and learner responsibility
Hector Luk, Marian Wang
関西学院大学外国語紀要第 16 39 - 54 2011年
共著
This is a study of peer teaching among English language learners at a university in Japan. It analyzes the students’ feedback on their experiences of teaching their peers and being taught by their peers. Students felt that peer teaching helped create a positive classroom atmosphere and gave them inspiration to be better language learners.
日本の大学の英語学習者におけるピアティーチングの調査である。同級生を教え、同級生から教えられるという経験を経た学生からのフィードバックを分析し、ピアティーチングによって教室内の雰囲気は前向きになり、外国語学習者として更なる向上を図るきっかけとなったと学生が感じていることが明らかになった。 -
Peer teaching and learner responsibility
WANG MARIAN, LUK HECTOR
西学院大学外国語紀要第 16 39 - 54 2011年
共著
This is a study of peer teaching among English language learners at a university in Japan. It analyzes the students’ feedback on their experiences of teaching their peers and being taught by their peers. Students felt that peer teaching helped create a positive classroom atmosphere and gave them inspiration to be better language learners.
-
“English only” in the Japanese university EFL classroom: Attitudes, approaches, and the role of the L1
Marian Wang, Scott Bean
言語教育センター研究年報 13 3 - 16 2010年3月
共著
担当区分：筆頭著者
This study was carried out to determine how Kwansei Gakuin University students felt about an English-Only policy in their intensive English program, how teachers motivated their students to use only English, and how teachers and students viewed the role of Japanese in their classes. It was found that most students held a positive view toward the English-Only learning environment because of the opportunity to discuss vocabulary with peers in English. Teachers reported a variety of approaches to maintain an English-only classroom environment. A small number of students and teachers felt that Japanese may be acceptable taking into consideration student proficiency level and lesson content.
当研究は、関西学院大学の英語インテンシブ・プログラムにおける英語のみの使用という授業方針について学生がどのような意見を抱いているか、教員はいかにして学生に英語のみの使用の動機づけをしていくか、そして教員と学生が授業内で日本語をどのような位置づけで捉えているかを検証したものである。 -
“English only” in the Japanese university EFL classroom: Attitudes, approaches and the role of the L1
WANG MARIAN, BEAN SCOTT
言語教育センター研究年報 ( 13 ) 3 - 16 2010年3月
-
Illegal Immigration in the U.S.: Mexico as a Case Study
WANG Marian
Tufts University Master's Dissertation 1999年11月
単著