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WANG Marian (ウァン マリアン) WANG Marian
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カリフォルニア大学ロサンゼルス校 (University of California, Los Angeles--UCLA) 経済学部 国際経済学科 卒業
1992年1月 - 1995年12月
リバプール大学大学院 (University of Liverpool) 高等教育学 高等教育学 博士課程 修了
2012年9月 - 2017年6月
モントレー国際大学院 (Monterey Institute of International Studies) 第二言語習得 英語教授法専攻 修士課程 修了
2002年1月 - 2003年5月
タフツ大学・フレッチャー法律外交大学院 (Tufts University, Fletcher School of Law and Diplomacy) 法律外交 法律外交 修士課程 修了
1997年9月 - 1999年11月
国際・開発研究大学院 (Graduate Institute of International Studies, Geneva) 国際経済 国際経済学 修士課程 修了
1998年10月 - 1999年10月
パリ・カトリック学院 (L'institut Catholique de Paris) 社会学部・経済学部
パリ・ソルボンヌ大学 (L’université de Paris Sorbonne) 社会学部
全米大学加盟留学センター (IES Abroad Paris) フランス語プログラム
神戸大学 大学教育推進機構 国際コミュニケーションセンター
2012年4月 - 2018年3月
国名：日本国
関西学院大学 言語教育研究センター
2008年9月 - 2012年3月
国名：日本国
台湾国際企業人材育成センター
2003年6月 - 2008年8月
国名：台湾
モントレー国際大学院 カスタム語学サービス
2002年4月 - 2003年5月
国名：アメリカ合衆国
モントレー国際大学院 核・化学兵器拡散防止学センター
2002年1月 - 2003年5月
国名：アメリカ合衆国
Eラーニングプロジェクトでのディベートにおける論争的および説得的言説
科学研究費補助金（学術創成研究費）
研究期間： 2016年4月 - 2019年4月
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.
Internationalization within Higher Education Perspectives from Japan
Elizabeth Stigger, Marian Wang, David Laurence, Anna Bordilovskaya（ 担当： 共著 , 範囲: Chapter 3: Contextualizing Internationalization in Higher Education: Study Abroad Programs for Global Human Resource Development）
Springer 2018年4月 （ ISBN:978-981-10-8254-2 ）
Japanese higher education institutions (HEIs) are increasingly channeling resources to education, especially for students who need to hone skills such as critical thinking skills to compete in the global economy. Over the last few years, Japanese higher education policies formulated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have started to prioritize raising global human resources through study abroad programs to enhance Japan’s competitiveness in a global knowledge-based society. Study abroad program trends in Japan follow global trends in that Japanese HEIs are becoming more involved in enriching the overall learning experience of studying abroad through changes in home country policies and the management of study abroad programs, and participation of other stakeholders such as businesses. Changes in study abroad policies, program focus, and curriculum design at home country institutions have been targeted to help improve the quantity and quality of the students’ cross-cultural learning experience abroad while taking into consideration the overarching purpose of global human resource development. The actual study abroad experience, therefore, is but one small cog in the bigger wheel of the overall study abroad programs that begins prior to departure in the form of pre-study abroad courses and continues after studying abroad when students take reflective or post-study abroad courses.
日本の高等教育機関は学生が国際社会での競争に勝ち抜ける批評的思考力などの能力向上を目指して、より多くの財源を充てるようになってきている。近年文部科学省は国際社会で日本の競争力を高めるために海外留学を通じたグローバル人材育成の知識集約型後援を始めた。日本の高等教育機関は、自国の諸政策、経済界からの要請を受け、海外留学の学習体験の充実化に傾注するようになり、日本の海外留学プログラムは国際的な時流に乗ったものと言える。自国の教育機関における海外留学方針や各種プログラムの目的、カリキュラム設計の転換は、大前提であるグローバル人材育成に主眼を置きつつも、学生の異文化学習体験のさらなる質的・量的な向上を狙ったものである。渡航先での学習は全プログラム中の一つのプロセスに過ぎず、渡航に先んじて行われる事前学習や留学後にも継続される省察的学習を含めた留学プログラムの実施によりグローバル人材に求められる能力を育むことができることを示した。
Little errors, big communication problems
WANG MARIAN
International Trade Institute 2006年8月
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.
Dr. Krashen answers questions on The Comprehension Hypothesis Extended
WANG MARIAN
The Language Teacher 37 ( 1 ) 25 - 28 2013年1月
出版者・発行元：全国語学教育学会
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.
The professional goals of contract teachers in universities
Marian Wang
The 50th Japan Association for Language Teaching (JALT) International Conference (Shizuoka Granship, Shizuoka, Japan) 2024年11月 The Japan Association for Language Teaching
開催年月日： 2024年11月
国名：日本国
Limited-term contract positions at Japanese universities have been on the rise since the mid-1990s, whereas tenured positions have been in decline (Sato et al., 2015; 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. In this presentation, the lived experiences and the professional goals and concerns of limited-term contract teachers who were surveyed and interviewed will be shared. The findings from this phenomenological qualitative 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. This study illustrated that universities and limited-term contract teachers would benefit more if there was a greater investment from universities in the professional development of their limited-term contract teachers.
Expanding collaborative project-based learning projects across courses
Marian Wang
The 33rd International Symposium on English Language Teaching and Learning ETA-ROC, Yuan Ze University & TESPA (Chien Tan Overseas Youth Activity Center, Taipei, Taiwan) 2024年11月 English Teachers’ Association-Republic of China
開催年月日： 2024年11月
国名：台湾
The aim of this presentation is to share results from a qualitative study using evaluation research (Suchman, 1968). English as a Foreign Language students from two Global Topics (GT) classes (n= 20) at a private university in Japan were asked to reflect on their learning by completing an online survey that focused on the tasks at hand and challenges they had encountered throughout the semester. Team teaching with other teachers who were teaching the course was a recent development in the program. All four teachers collaborated and created a course where students not only benefited from working in class on projects but also across classes by giving PowerPoint presentations to each other and using Microsoft TEAMS. Throughout the term, the teachers used TEAMS where they shared survey links from their class, asked questions, and clarified deadlines. The capstone project was a student conference attended by students from all four GT classes and other visitors. Student reflections and the presenter’s reflections from teaching the course with a team 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.
Marian Wang
2024 CFLL International Conference on Transition and Transformation: Explorations in Language, Literature, Culture, and Translation ( Fu Jen Catholic University, Taipei, Taiwan) 2024年11月 College of Foreign Languages and Literatures Fu Jen Catholic University
開催年月日： 2024年11月
国名：台湾
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. Their stories were situated within Wenger’s (1998) three modes of belonging to a community of practice—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.
Expanding collaborative project-based learning projects across courses
Marian Wang
20th Annual CamTESOL Conference on English Language Teaching (Institute of Technology of Cambodia (ITC) (Phnom Penh, Cambodia)) 2024年2月 IDP Education (Cambodia) Ltd.
開催年月日： 2024年2月
国名：カンボジア王国
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) such as critical and creative thinking, problem solving, collaboration, communication, and global citizenship. The aim of this presentation is to share results from a qualitative study using evaluation research (Suchman, 1968). English as a Foreign Language 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. Reflections showed that students were able to build on their 21st century skills including problem solving, leadership, collaboration, and reflective skills when working towards their public product for a wider Community of Practice.
The lived experiences of Asian American/Australian teachers 招待あり
Marian Wang
JALT2023 International Conference: Growth Mindset in Language Education (Tsukuba International Congress Center (Epochal Tsukuba), Tsukuba, Ibaraki, Japan) 2023年11月 The Japan Association for Language Teaching
開催年月日： 2023年11月
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. Their stories were situated within Wenger’s (1998) three modes of belonging to a community of practice—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.
Best of JALT
2011年11月 The Japan Association for Language Teaching
Marian Wang, Scott Bean
6th Most Useful and 4th Most Enjoyable presentation (CamTESOL)
2011年3月 CamTESOL
Marian Wang
2024年度 国際共働授業e-ラーニングプロジェクトに関する研究をする。学生の異文化理解学習体験を調査する。教員が抱くキャリア開発に関する研究をする。
研究費の種類： 教員研究費
2023年度 e-learning, professional development, global human resources
研究費の種類： 教員研究費
2019年度
教育の責任（何をやっているか：主たる担当科目）：
中級英語Global Topics（２単位）、English Regions（２単位）、国際理解C（２単位）、基礎英語College English Listening（１単位）、基礎英語College English Speaking（１単位）、中級英語Writing（４単位）、中級英語Presentation（４単位）
教育の理念（なぜやっているか：教育目標）：
In the courses regarding global issues (中級英語Global Topics, English Regions, 国際理解C), my rationale is to teach about current global events to ensure that my students can become global citizens who can converse about worldly issues. In Global Topics and English Regions, students are encouraged to choose global topics, conduct research in English, debate about the topics, and present on the topics. In 国際理解C, lectures are given in Japanese about intercultural issues for students who may work with people from various backgrounds after they graduate and/or for students who are interested in becoming more globally minded. My rationale for teaching skills courses (Listening, Speaking, Writing, Presentation), is to have students get adequate input and output so that they can confidently demonstrate that they have acquired those skills in English.
教育の方法（どのようにやっているか：教育の工夫）：
For most courses, there are textbooks that have been assigned or selected. The textbooks are used as a base for teaching skills and content. However, students are also encouraged to find online resources (e.g., academic articles, TED Talks or other YouTube videos, samples of paragraphs or essays). I also find up-to-date resources to use in my classes. I have students conduct research on topics and present what they have researched in class. It is important that students are able to have primary and secondary data to give a solid academic presentation or be able to write academic papers.
教育方法の評価・学習の成果（どうだったか：結果と評価）：
The combination of using textbook materials and real materials has been effective. Moreover, having students choose their own topics, conduct their own research, and present on their own research tends to give them an opportunity to improve their critical thinking skills. Students also improve their communication skills by working in small groups and discussing difficult topics in English/Japanese.
改善点・今後の目標（これからどうするか）：
I aim to research what materials are available for students so that they can continually update their skills and knowledge of global issues. For skills courses, students need to practice the skills as much as possible without being afraid of making mistakes. It is important for me to continue to create learning environments that motivate students to practice various skills and also improve their understanding of current events. In the end, my goal is to create global citizens who will not be afraid of leaving Japan. This has been a challenge, but I will continue to improve my students’ understanding of the world as I try to understanding their world and background.
根拠資料（資料の種類などの名称）：
シラバス、講義資料、My KONAN（オンライン）による授業アンケート
