講演・口頭発表等 - WANG Marian
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Research in progress in EFL: Global human resource development of learners and professional development of teachers 招待あり
Marian Wang
Fu Jen Catholic University Special Lecture Series (Fu Jen Catholic University) 2024年12月 Department of English Language & Literature Fu Jen Catholic University
開催年月日： 2024年12月
国名：台湾
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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.
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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.
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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.
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EFL teaching: Lessons learned from teaching during COVID-19 in Japanese universities 招待あり
Marian Wang
Fu Jen Catholic University Special Lecture Series (Fu Jen Catholic University) 2024年10月 Department of English Language & Literature Fu Jen Catholic University
開催年月日： 2024年10月
国名：台湾
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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.
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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.
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Engaging EFL students in collaborative presentation projects
Marian Wang
THT-BELTA 2023 17th Annual Teacher Development Conference, Language Teaching: Insights for Changing Landscapes (Zoom, University of Asia Pacific Dhaka, Comilla University Cumilla) 2023年10月 BELTA, THT
開催年月日： 2023年10月
国名：バングラデシュ人民共和国
The aim of this presentation is to demonstrate how students in an EFL 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 an online survey to unearth the attitudes of classmates on their global topic, and giving PowerPoint presentations in class and poster presentations at a conference. The conference was added this year so that students from all four Global Topics classes could share what they had learned to a wider audience. Students mentioned that this was their first time giving poster presentations and found them challenging compared to PowerPoint presentations because they did not know what questions they would be asked, they had to give their short presentation many times, their audience came at various time slots, and they had to stand for approximately 90 minutes. Their experience illustrated that poster presentations could be used more in coordinated programs so that EFL students could raise their awareness of the various ways of giving presentations in professional settings.
本プレゼンテーションの目的は、EFLグローバルトピックの学生が、グローバルトピックの選択、リサーチクエスチョンの設定、グローバルトピックに関する論文の調査・要約、クラスメイトのグローバルトピックに対する見解を明らかにするためのオンライン調査の作成、授業内でのパワーポイントによるプレゼンテーション発表、カンファレンスでのポスター発表を含むリサーチプロジェクトにどのように共同して取り組んだかを示すことである。カンファレンスは、四つのグローバルトピックの授業の学生が自らの学びをより広範なオーディエンスと共有するために今年度に追加されたものである。学生はポスター発表が初めてであり、どのような質問がされるのか分からず、短いプレゼンテーションを何度もしなければならず、オーディエンスもさまざまなタイムスロットに訪れ、約90分間立っていなければならなかったという理由から、パワーポイントによるプレゼンテーションに比べると難しかったと述べた。学生たちの経験は、ポスター発表を調整されたプログラムでさらに活用することで、EFL学生が職場でプレゼンテーションを行うさまざまな方法について意識を高めることができることを例証している。 -
アメリカの高校・大学でフランス語を学んだ経験から考えたこと 招待あり
ウァン・マリアン
北米の英語圏におけるフランス語教育をめぐって (オンライン) 2023年3月 甲南大学
開催年月日： 2023年3月
国名：日本国
本発表の目的は、発表者が高校、大学および大学院でどのようにしてフランス語を学習したかについて共有することである。また、高校・大学時代でのフランス留学、大学院生時代におけるスイスのジュネーブ留学の経験の話も含まれる。外国語学習は発表者にとって、UNICEF、Oxfam、ILO、WTOといった国際機関で働きたいという希望と結びついており、自分の志望が教職にあることを認識するまでは海外の国際機関で勤務をしていた。フランス語学習の経験によって、他の多くの外国語学習や海外生活、海外勤務への道が開かれたといえる。
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Fostering global citizens with skills for the international marketplace
Marian Wang
19th Annual CamTESOL Conference on English Language Teaching (Institute of Technology of Cambodia (ITC) (Phnom Penh, Cambodia)) 2023年2月 IDP Education (Cambodia) Ltd.
開催年月日： 2023年2月
国名：カンボジア王国
Some Japanese companies, namely those that are more globally-oriented, have come to realize that they must recruit university students who are equipped with marketable skills to become global human resources (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). The aim of this presentation is to demonstrate how Japanese university students, international students residing in Japan, and Taiwanese university students felt about working in groups on an online project that culminated in a competition to present their business proposals to a global Japanese company. After the project ended, ten students filled out surveys about their learning experience. A Japanese student, three international students from China, 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.
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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年11月 The Japan Association for Language Teaching
開催年月日： 2022年11月
国名：日本国
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.
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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年10月 BELTA, THT, EWU
開催年月日： 2022年10月
国名：バングラデシュ人民共和国
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.
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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
開催年月日： 2022年2月
国名：カンボジア王国
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 招待あり
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
開催年月日： 2021年11月
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
開催年月日： 2021年10月
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 招待あり
Marian Wang
17th Annual CamTESOL Conference on English Language Teaching (Zoom) IDP Education (Cambodia) Ltd
開催年月日： 2021年2月
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 招待あり
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
開催年月日： 2020年11月
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。 -
Self-access centers (SACs) in the context of foreign language learning
Marian Wang
THT-BELTA 2020 Zoom Virtual Teacher Training and Development Program, Online EFL Teaching and Learning: Practical Tips and Techniques (Zoom) BELTA, THT
開催年月日： 2020年10月
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。 -
From e-debates to cross-border live debates: Reflections across borders
Marian Wang
Hawaii International Conference on English Language and Literature Studies (HICELLS 2020) (University of Hawaii at Hilo) University of Hawaii at Hilo
開催年月日： 2020年3月
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). The presenter will explain how 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. The presenter will share the reflections from the students on how to improve 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. Several 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。発表者は、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模様を報告する。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得られた反省点を共有する。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。 -
The transitional challenges and transformational experiences of an aspiring global human resource: A case study of a Japanese exchange student
開催年月日： 2020年2月
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.