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Position |
Associate Professor |
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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) |
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Research Field |
Argumentative and Persuasive Discourse in Debating through Collaborative E-learning Projects, |
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External Link |
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Graduating School 【 display / non-display 】
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University of California, Los Angeles--UCLA Economics Economics, International Area Studies Graduated
1992.1 - 1995.12
Graduate School 【 display / non-display 】
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University of Liverpool Higher Education Higher Education Doctor's Course Completed
2012.9 - 2017.6
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Monterey Institute of International Studies Second Language Acquisition Teaching English to Speakers of Other Languages Master's Course Completed
2002.1 - 2003.5
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Tufts University, Fletcher School of Law and Diplomacy Law and Diplomacy Law and Diplomacy Master's Course Completed
1997.9 - 1999.11
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Graduate Institute of International Studies, Geneva International Economics International Economics Master's Course Completed
1998.10 - 1999.10
Studying abroad experiences 【 display / non-display 】
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1994.1-1994.6
L'institut Catholique de Paris
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1993.9-1994.1
L'université de Paris Sorbonne
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1993.9-1994.8
IES Abroad Paris French Studies
Campus Career 【 display / non-display 】
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KONAN UNIVERSITY University Office Associate Professor
2018.4
External Career 【 display / non-display 】
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Kobe University
2012.4 - 2018.3
Country：Japan
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Kwansei Gakuin University Language Center
2008.9 - 2012.3
Country：Japan
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International Trade Institute
2003.6 - 2008.8
Country：Taiwan, Province of China
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Monterey Institute of International Studies Custom Language Services
2002.4 - 2003.5
Country：United States
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Monterey Institute of International Studies Center for Nonproliferation Studies
2002.1 - 2003.5
Country：United States
Professional Memberships 【 display / non-display 】
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Japan Association for Language Teaching
2011.11
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Teachers Helping Teachers
2009.2
Research Career 【 display / non-display 】
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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 】
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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
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.
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Fostering critical thinking skills through cross-border collaborative discussions
Marian Wang
The Journal of the Institute for Language and Culture ( 25 ) 121 - 132 2021
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.
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Marian WANG
THT Journal 9 61 - 85 2021
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.
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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
Single Work
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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
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
Books and Other Publications 【 display / non-display 】
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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 ）
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Little errors, big communication problems
WANG MARIAN
International Trade Institute 2006.8
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.
Review Papers (Misc) 【 display / non-display 】
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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
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.
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Dr. Krashen answers questions on The Comprehension Hypothesis Extended
WANG MARIAN
The Language Teacher 37 ( 1 ) 25 - 28 2013.1
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.
Presentations 【 display / non-display 】
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Fostering critical thinking skills through cross-border collaborative discussion
Marian Wang
18th Annual CamTESOL Conference on English Language Teaching (Zoom) IDP Education (Cambodia) Ltd
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).
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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
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
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。 -
The motivational journey of Japanese self-access center assistants Invited
Marian Wang
17th Annual CamTESOL Conference on English Language Teaching (Zoom) IDP Education (Cambodia) Ltd
Event date： 2021.2
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。 -
Japanese language assistants as peer role models Invited
Marian Wang
JALT2020 第46回年次国際大会教材展示会 (Zoom) 全国語学教育学会
Event date： 2020.11
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。
Academic Awards Received 【 display / non-display 】
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Best of JALT
2011.11 The Japan Association for Language Teaching
Marian Wang, Scott Bean
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6th Most Useful and 4th Most Enjoyable presentation (CamTESOL)
2011.3 CamTESOL
Marian Wang