写真a

WANG Marian

Position

Associate Professor

Degree

Doctor of Education(University of Liverpool), Master of Arts in Teaching English to Speakers of Other Languages(Monterey Institute of International Studies), Master of Arts in Law and Diplomacy(Tufts University, Fletcher School of Law and Diplomacy), Certificat d'études internationales(Graduate Institute of International Studies, Geneva), Bachelor of Arts in Economics and International Area Studies(University of California, Los Angeles--UCLA)

Research Field

Argumentative and Persuasive Discourse in Debating through Collaborative E-learning Projects,

External Link

Graduating School 【 display / non-display

  • University of California, Los Angeles--UCLA   Economics   Economics, International Area Studies   Graduated

    1992.1 - 1995.12

Graduate School 【 display / non-display

  • University of Liverpool   Higher Education   Higher Education   Doctor's Course   Completed

    2012.9 - 2017.6

  • Monterey Institute of International Studies   Second Language Acquisition   Teaching English to Speakers of Other Languages   Master's Course   Completed

    2002.1 - 2003.5

  • Tufts University, Fletcher School of Law and Diplomacy   Law and Diplomacy   Law and Diplomacy   Master's Course   Completed

    1997.9 - 1999.11

  • Graduate Institute of International Studies, Geneva   International Economics   International Economics   Master's Course   Completed

    1998.10 - 1999.10

Studying abroad experiences 【 display / non-display

  • 1994.1
    -
    1994.6

    L'institut Catholique de Paris  

  • 1993.9
    -
    1994.1

    L'université de Paris Sorbonne  

  • 1993.9
    -
    1994.8

    IES Abroad Paris   French Studies

Campus Career 【 display / non-display

  • KONAN UNIVERSITY   University Office   Associate Professor

    2018.4

External Career 【 display / non-display

  • Kobe University

    2012.4 - 2018.3

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    Country:Japan

  • Kwansei Gakuin University   Language Center

    2008.9 - 2012.3

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    Country:Japan

  • International Trade Institute

    2003.6 - 2008.8

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    Country:Taiwan, Province of China

  • Monterey Institute of International Studies   Custom Language Services

    2002.4 - 2003.5

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    Country:United States

  • Monterey Institute of International Studies   Center for Nonproliferation Studies

    2002.1 - 2003.5

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    Country:United States

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Professional Memberships 【 display / non-display

  • Japan Association for Language Teaching

    2011.11

  • Teachers Helping Teachers

    2009.2

 

Research Career 【 display / non-display

  • Argumentative and Persuasive Discourse in Debating through Collaborative E-learning Projects

    Grant-in-Aid for Creative Scientific Research  

    Project Year: 2016.4  -  2019.4 

Papers 【 display / non-display

  • Moving from discussions to debates in an EFL global topics course

    Marian Wang

    The Journal of the Institute for Language and Culture   25   57 - 76   2022

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    Authorship:Lead author  

    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.

  • Fostering critical thinking skills through cross-border collaborative discussions

    Marian Wang

    The Journal of the Institute for Language and Culture   ( 25 )   121 - 132   2021

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    Authorship:Lead author  

    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.

  • Fostering the development of global human resources through collaborative projects in higher education and business Reviewed

    Marian WANG

    THT Journal   9   61 - 85   2021

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    Single Work

    Authorship:Lead author, Last author, Corresponding author  

    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

    The Journal of the Institute for Language and Culture   ( 24 )   37 - 54   2020

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  • 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

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    Single Work

    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。

    Other Link: http://thtjalt.bravesites.com/journal

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Books and Other Publications 【 display / non-display

  • Internationalization within Higher Education Perspectives from Japan

    Elizabeth Stigger, Marian Wang, David Laurence, Anna Bordilovskaya( Role: Joint author)

    Springer  2018.4  ( ISBN:978-981-10-8254-2

  • Little errors, big communication problems

    WANG MARIAN

    International Trade Institute  2006.8 

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    This is a book that introduces the common errors made by Chinese speakers of English. Each page introduces the error, explains the error, and has some dialogues to help the reader understand how to make the corrections necessary. There are CDs that accompany the textbook.

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Review Papers (Misc) 【 display / non-display

  • Follow-up with Dr. Stephen D. Krashen on some current issues in second/foreign language Reviewed

    Marian Wang

    The Language Teacher   4 ( 3 )   17 - 19   2022.5

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    Authorship:Lead author   Publisher:The Japan Association for Language Teaching  

    Kobe JALT, Kyoto JALT, and Osaka JALT jointly sponsored Dr. Stephen D. Krashen to Japan in December of 2019. He spoke to approximately 100 people at Konan University’s Nishinomiya Campus. The questions he focused on during his lecture were: Is there a gift/special talent for language acquisition? Is “immersion” best? Should we force students to speak more? What about writing? And, what about accent? JALT’s membership chair prepared a form for participants to write down questions for Dr. Krashen. The questions received responses and have been modified for brevity and accuracy.

  • Dr. Krashen answers questions on The Comprehension Hypothesis Extended

    WANG MARIAN

    The Language Teacher   37 ( 1 )   25 - 28   2013.1

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    Publisher:The Japan Association for Language Teaching  

    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.

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Presentations 【 display / non-display

  • Fostering global citizens with skills for the international marketplace

    Marian Wang

    JALT 2022 48th Annual Conference on Language Teaching and Learning & Educational Materials Exhibition  (Fukuoka International Congress Center)  2022.11  The Japan Association for Language Teaching

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    Event date: 2022.11

    Country:Japan  

    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 (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). In this study, Japanese university students, international students residing in Japan, and Taiwanese university students worked in groups on an online project that culminated in a competition to present their business proposals to 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 to develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from more guidance on time management and preparing business proposals in English.

  • Engaging EFL students in research on global topics

    Marian Wang

    BELTA-THT-EWU 2022 16th Annual Teacher Development Conference, Language Pedagogy in New Contexts  (Zoom and East West University)  2022.10  BELTA, THT, EWU

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    Event date: 2022.10

    Country:Bangladesh  

    The aim of this presentation is to demonstrate how students in an English as a Foreign Language Global Topics course worked together on a research project that included choosing a global topic, coming up with a research question, finding and summarizing articles on the global topic, creating a survey using Microsoft Forms to unearth the attitudes of their classmates on their global topic, and giving PowerPoint presentations on their findings from their primary and secondary research. The objective of this research project was for Japanese university students to think critically about global issues by analyzing and interpreting data from their primary and secondary research. Microsoft Teams was used to ensure that students could update their peers and teacher on the progress of their research.

  • Fostering critical thinking skills through cross-border collaborative discussion

    Marian Wang

    18th Annual CamTESOL Conference on English Language Teaching  (Zoom)  IDP Education (Cambodia) Ltd

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    Event date: 2022.2

    Country:Cambodia  

    The aim of this presentation is to illustrate 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. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. They found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).

  • The emergency remote learning process of students in a global course Invited

    Marian Wang

    JALT2021 第47回年次国際大会教材展示会   (Zoom)  全国語学教育学会

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    Event date: 2021.11

    When a state of emergency was declared in April of 2020 due to the spread of COVID-19, Japanese universities moved courses online. Staff, teachers, and students found themselves preparing for a 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 (Nae, 2020). ERT has become the norm for tertiary institutions in Japan, with students on the receiving end, engaging in Emergency Remote Learning (ERL). In this study, 29 Japanese university students 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 worked 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緊急事態宣言が発出されると、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)。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、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、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。振り返りの結果、オンラインの課題を完遂したときや、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覚えることができるため、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明らかになった。

  • Fostering critical thinking skills in the EFL classroom

    Marian Wang

    BELTA-THT 2021 Virtual Teacher Development Seminar, Language Teaching in a Time of Change  (Zoom)  BELTA, THT

     More details

    Event date: 2021.10

    Fostering critical thinking skills has become a necessity when teaching English as a Foreign Language 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 presentation is to illustrate 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. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. With time, they found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).
    大学生が世界市民(global citizen)として多様な観点から問題を考察し、解 決する能力を持つことを求められるようになるにしたがって、高等教育に おいて外国語としての英語(EFL)を教えるうえで批判的思考力を養成する ことが必要になってきている。しかしながら、アジアの学生は集団志向の 文化や機械的な暗記を重んじる学習環境のために批評的思考力が欠如し ていると批判されることがしばしばある。本研究の目的は、批評的思考力 に基づいて進められることを意図した越境的共同ディスカッションプロ ジェクトに参加したことについて、アジア人学生がどのような感想を持っ たかを精査することである。日本人、中国人、タイ人、台湾人の学生が 2018 年の 10 月にオンライン上で始まり、2019 年の 3 月に台湾で二日間の対面 型のプロジェクトでもって終了したプロジェクトについての省察をおこ なった。自分たちでディスカッションを企画する機会を与えられた学生たちは適切なトピックを選択し、主体的に参加し、自らの学びについて振り返ることができた。学生たちは、リサーチや、自分や他者の考えをまとめ上げる作業が要求される知的刺激に満ちたディスカッションを楽しみ、時間の経過と共に、事前にトピックについて準備・調査を行い、どのトピックが選ばれても発言をし、他者の意見や考えを支持することが良質なディスカッションにつながることを認識した。本プロジェクトに参加することで、英語のコミュニケーション能力を向上させ、実践共同体(Communities of Practice)をローカルからグローバルなものへと拡張させ(Wenger, 2000) 、ブルームのタキソノミー(1956)における高次の論理的思考スキルを示す思考能力を涵養することができたと学生たちは実感することができた。

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Academic Awards Received 【 display / non-display

  • Best of JALT

    2011.11   The Japan Association for Language Teaching  

    Marian Wang, Scott Bean

  • 6th Most Useful and 4th Most Enjoyable presentation (CamTESOL)

    2011.3   CamTESOL  

    Marian Wang