Papers - WANG Marian
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Engaging part-time EFL teachers at Japanese universities
Marian Wang
Memoirs of the Center for Education in General Studies, Konan University ( 3 ) 1 - 14 2025.3
Single Work
Authorship：Lead author, Last author, Corresponding author Publisher：Konan University
Although the number of part-time teachers at Japanese universities has grown over the last 25 years, their working conditions including salary range and the lack of fringe benefits have remained unchanged (Itakura, 2021). At some private universities in Japan, part-time teachers account for 60 percent or more of the teaching staff (Itakura, 2021). Without these part-time teachers, Japanese universities would not be able to offer the breadth and depth of courses they offer to their students. In the field of teaching English as a Foreign Language (EFL), part-time EFL teachers in Japanese universities teach many of the required and elective EFL courses to university students. These teachers have dedicated themselves to the teaching profession by ensuring that their students are able to use English in situations beyond the language classroom. In this transcendental phenomenological study, the lived experiences of part-time EFL teachers at Japanese universities were examined. Part-time EFL teachers at universities in Japan were surveyed and interviewed about their background, teaching environments, and concerns regarding their career. The findings from this study were analyzed and interpreted by linking Maslow’s employee engagement pyramid model of five levels—physiological needs, safety needs, love and belonging, esteem, and-self-actualization—with the Job Characteristics Model of five characteristics—skill variety, task identity, task significance, autonomy, and feedback (Hackman & Oldman, 1975; Kavya & Padmavathy, 2017). The findings indicated that after their physiological and safety needs were met, the part-time teachers were able to pursue higher levels of Maslow’s employee engagement pyramid model such as love and belonging, esteem, and self-actualization. Skill variety, task significance, and autonomy helped them feel motivated to continue their careers in teaching.
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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 2024.3
Single Work
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.
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The cosmopolitan development of adolescents at an international secondary school in Japan Reviewed
Marian Wang and Sanae Hayashi
THT Journal 12 ( 1 ) 8 - 30 2024
Joint Work
Authorship：Lead author, Last author, Corresponding author
The purpose of this paper is to investigate how adolescents with multicultural backgrounds at an international secondary school in the Kansai region of Japan were able to adapt to life in Japan by learning Japanese and other languages, making friends with students from various countries, reflecting on their identities and experiences, and contemplating their role as cosmopolitan citizens of the world. International schools provide unique environments where students are encouraged to possess cosmopolitan values and ideologies that give them opportunities to think beyond national borders (Weenink, 2008). Their cosmopolitan development was analyzed with reference to Gunesch’s (2004) cosmopolitan cultural identity model for and within international education, which looks at how students attempt to balance global and local issues, respect local cultures, have an openness to cultural diversity, possess a varied notion of home, and maintain a critical attitude toward their host and home country.
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The motivational journey of Japanese foreign language learners
Marian Wang
Memoirs of the Center for Education in General Studies, Konan University ( 1 ) 1 - 12 2023.3
Single Work
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.
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Student perceptions on the use of Microsoft Teams at a Japanese university in a post COVID-19 world Reviewed
Michael Lin and Marian Wang
Kobe JALT Journal 4 ( 1 ) 17 - 43 2023.1
Joint Work
Authorship：Corresponding author
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.
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Expanding collaborative project-based learning projects across courses, teachers, and students Reviewed
Marian Wang
THT Journal 11 ( 1 ) 6 - 28 2023
Single Work
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.
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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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The professional development of Asian American and Asian Australian EFL teachers at Japanese higher education institutions Reviewed International journal
Marian Wang and Michael Lin
THT Journal 10 81 - 100 2022
Joint Work
Authorship：Lead author, Last author, Corresponding author
English as a Foreign Language (EFL) professionals are attracted to teaching English for various reasons such as having work-life balance, earning a competitive salary, and teaching a language they love (Shih, 2016). In this qualitative study, three Asian American EFL teachers and an Asian Australian EFL teacher were interviewed about their experience working at Japanese higher education institutions (HEIs). Their stories were situated within Wenger’s (1998) three modes of belonging to a community of practice (CoP)—engagement, imagination, and alignment. The teachers in this study discovered that in order to be engaged in the EFL field as active professionals, they needed to build on their background not only as a teacher but also as a researcher (Burns & Westmacott, 2018), while negotiating their Professional Identity (PI) (Mannes, 2020; Tsui, 2007). They reflected on their PI and critical incidents (Lengeling & Mora Pablo, 2016), which helped mold their imagined identities as minority stakeholders in the EFL field. Their reflections showed that despite not fulfilling the phenotypical requirement of the White native EFL teacher (Kusaka, 2014), they brought in their unique lived experiences (Mapp, 2008) into the classroom. They also aligned themselves with global EFL practitioners by embedding World Englishes, migration, and diversity issues into their teaching and hiring practices.
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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
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Enhancing cross-border learning opportunities in Japanese higher education institutions by internationalizing the EFL curricula
The Journal of the Institute for Language and Culture ( 23 ) 21 - 36 2019.3
Single Work
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The transitional challenges and transformational experiences of an aspiring global human resource: A case study of a Japanese exchange student
Marian Wang
THT Journal: The Journal of Teachers Helping Teachers 7 ( 1 ) 105 - 129 2019
Single Work
Japanese university students choose to study abroad for various reasons. Studying abroad may give them a chance to be immersed in other cultures where linguistic, social, cognitive, and emotional factors impact their willingness to communicate (WTC) (Macintyre & Legatto, 2010). Studying abroad might also encourage them to confront their ingrained beliefs and stereotypes, thereby strengthening their inner core that could transform them into global citizens (Wang, 2017). While abroad, some Japanese students may even transition from being peripheral to legitimate members of global Communities of Practice (Wenger, 2000). This case study investigates the transitional challenges and transformational experiences (Gu, Schweisfurth, & Day, 2010) of an undergraduate Japanese exchange student in the United States over ten months. The student participated in pre- and post-study abroad interviews and also e-mailed fortnightly or monthly journal entries that examined some of the challenges he faced. The pre-study abroad interview demonstrated how the student’s three-year immersion in English learning contexts helped prepare him for his academic year abroad. The journal entries highlighted how he adjusted to social expectations abroad, adopted effective strategies to communicate in English, and raised his awareness of global issues in order to become more politically correct. His study abroad experience confirmed that he wanted to continue along his current path of becoming a global human resource (GHR), who could contribute to Japan and the world.
日本人学生が海外留学する理由は多岐にわたる。海外留学は異文化に深く入り込む機会を提供し、それによって言語的、社会的、認識的、情緒的要素が「他者と対話する意思」（WTC）に影響を与える（Macintyre & Legatto, 2010)。また、海外留学は、自らのうちに深く染み込んだ考えやステレオタイプと向き合うことを促し、自己の中核を強固なものにし、世界市民へと変化するきっかけとなりうる(Wang, 2017)。渡航期間中にグローバルな実践共同体の周縁的存在から正当な成員へと変化する日本人学生もみられる(Wenger, 2000)。本ケーススタディでは、アメリカに１０か月にわたり留学した日本人の学部生の交換留学生が過渡期に直面した困難と、自らを変革する体験(Gu, Schweisfurth, & Day, 2010)について精査したものである。調査対象の学生は留学前・留学後に面談を行い、さらに隔週または一か月ごとに自分が直面した問題について記入したものをe-メールで送信した。留学前の面談によって、学生の三年間の英語イマ―ジョン学習が海外の大学での一年に備えるうえでどのように役に立ったかが示された。滞在中の記録からは、学生がいかにして渡航先における社会的期待に順応し、効果的な方策をもって英語コミュニケーションを行い、政治的公正さを身につけるべく地球規模の問題への意識を高めていったかが浮き彫りになった。彼の海外留学経験は、日本と世界に貢献するグローバル人材（GHR）となるという現在の方向性を継続したいという意思をより強固なものにした。Other Link： http://thtjalt.bravesites.com/journal
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A qualitative study of Japanese and international students' definition of global human resources in the context of Japanese higher education
Journal of the School of Languages and Communication Kobe University ( 14 ) 23 - 40 2018.3
Single Work
Other Link： http://www.lib.kobe-u.ac.jp/repository/81010109.pdf
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From E-debates to cross-border live debates: Reflections across borders Reviewed
Marian Wang, Emiko Kihara
THT Journal: The Journal of Teachers Helping Teachers 6 ( 2 ) 72 - 91 2018
Joint Work
Authorship：Lead author
Debating gives students opportunities to practice their argumentative and persuasive skills. In English as a Foreign Language (EFL) learning contexts, debating across borders enables language learners to develop their critical thinking skills, intercultural competence (Durkin, 2008), and awareness of controversial issues (Wang & Kihara, 2016). In this study, five Japanese undergraduate students and one recent Japanese postgraduate student collaborated online with students overseas to prepare for and travel to Taiwan where they participated in two live debates (one in Japanese and one in English) with 12 Taiwanese postgraduate students majoring in Japanese. After the debates, the Japanese and Taiwanese students were asked to reflect on the debate project. Students made suggestions for future cross-border debate projects, notably with the management of the debates—prior to the actual debate and during the live debates. Some students also suggested that the aim of the debates be elucidated more clearly so that the debate participants could optimize their Willingness to Communicate (WTC) in live debates (Wang & Kihara, 2017). Students also reflected on their personal experience. Some students felt that they were able to gradually build on their intercultural competence through this debate project with Taiwanese students.
ディベートは学生にとって説得力ある論証能力を訓練する機会となる。外国語としての英語（EFL）学習の文脈においては、越境的議論によって言語学習者の批判的思考力、異文化理解能力（Durkin, 2008）、および論争上にある問題に対する意識（Wang & Kihara, 2016）を向上させることができる。本研究の中では、5人の日本人学部生と1人の日本人大学院生がオンラインで海外の学生と共同して準備を行ったうえで台湾に渡航し、2つのライブ・ディベート（１つは日本語、もう一つは英語による）を日本語を専攻する12人の台湾人大学院生と行った。ディベートの後、日本人学生と台湾人学生には本ディベートプロジェクトを振り返ってもらい、将来の越境的なディベートプロジェクトに向けた改善点、特に実際のディベートの前とライブディベート中の運営について学生からさまざまな提案をしてもらった。学生の中からはディベートの目的をより明確化することで参加者がライブディベートの場で対話する意志（WTC）を最大限に有効化できる (Wang & Kihara, 2017)のではないかと示唆する意見も上がった。学生は同時に、自身の個人的経験の振り返りも行い、数名の学生が今回の台湾人学生とのディベートプロジェクトを通じて自身の異文化理解能力を段階的に構築していくことができたと感じたことも明らかになった。 -
JALT membership survey: Trends, issues, and solutions Invited Reviewed
Fred Carruth, Melodie Cook, Kent Hatashita, Noriko Mori, Marian Wang
JALT Postconference Publication - JALT2016 122 - 128 2017.8
Joint Work
JALT is a not-for-profit organization run by volunteers, whose purpose is to improve and promote the teaching and learning of languages in Japan. The avowed purpose of JALT’s chapters and special interest groups (SIGs) is to serve their membership to those ends, but the attitudes, wants, and needs of this membership have been understood only anecdotally. This qualitative study is an initial attempt at surveying members, giving them the opportunity to discourse freely about JALT. Although the main finding is that 95% of respondents are in JALT for professional reasons, of considerably more interest is the increased understanding of the great breadth of members' professional interests, their opinions about JALT, and the wide variety of personal concerns, such as gender issues and Japanese participation. Recommendations are given regarding possible ways JALT members, as well as the organization itself, could address such issues.
全国語学教育学会（JALT）はボランティアの運営による非営利団体であり、その趣旨は日本における語学教授と学習の発展と推進である。地域支部および分野別研究部会は全会員に寄与することを公然の目的としているが、これまで会員のこれらに対する考え、要望、需要を示す確たるものはなかった。この質的研究は、会員にJALTについて自由に発言してもらう機会を設けることで、問題点と解決策を見出そうとしたものである。主に明らかになったことは、回答者の95%が職業上の理由からJALTに属していることであるが、それ以上に興味深いことは、会員の職業上の興味、JALTに対する意見、そしてジェンダー問題や日本人会員の参加など非常に多岐に渡る会員個々のJALTへの関心事に関連していることである。今後JALTおよびJALT会員から提言できる妥当性のある解決策についても提案する。Other Link： http://jalt-publications.org/node/4/articles/6027-2015-jalt-membership-survey-trends-issues-and-solutions
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JALT membership survey: Trends, issues, and solutions
WANG MARIAN, MORI NORIKO, CARRUTH FRED, COOK MELODIE, HATASHITA KENT
Transformation in language education 122 - 128 2017.8
Joint Work
Publisher：JALT
JALT is a not-for-profit organization run by volunteers, whose purpose is to improve and promote the teaching and learning of languages in Japan. The avowed purpose of JALT's chapters and special interest groups (SIGs) is to serve their <br />
membership to those ends, but the attitudes, wants, and needs of this membership have been understood only anecdotally. This qualitative study -
A Qualitative Study of Higher Education Policy and Practice in Fostering Global Human Resources in Japanese Higher Education Institutions
1 - 204 2017.7
Single Work
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Literary analysis of global human resource development within Japanese higher education institutions
WANG MARIAN
神戸大学国際コミュニケーションセンター論集第 ( 13 ) 3 - 15 2017.4
Single Work
Publisher：神戸大学
This literature review illustrates how the discussion on global human resources (GHRs) – those who have foreign language skills, communication skills, an understanding of cultures based on a Japanese identity, and the drive to become global leaders (MEXT, 2015) – is situated within academic research on the internationalization of tertiary education in Japan. The internationaliz