Papers - WANG Marian
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Willingness to communicate in debate settings: Case study of a Japanese university student Reviewed
Marian Wang, Emiko Kihara
THT Journal: The Journal of Teachers Helping Teachers 5 14 - 29 2017
Joint Work
Authorship：Lead author
Willingness to communicate (WTC) is a concept that has been interpreted via motivational theories (Dörnyei, 2003) of how language speakers’ perception of their competence in a foreign language and anxiety associated with speaking the target language would impact their output. WTC can be consistent and/or dynamic for an individual depending on linguistic, social, cognitive, and emotional factors (Macintyre & Legatto, 2010). In this study, WTC was analyzed and interpreted in a live debate setting between Japanese students and non-Japanese students. The case study focused on a student who participated in the debate for the first time, yet was able to communicate effectively throughout the debate. The linguistic, social, cognitive, and emotional factors that contributed to the students’ WTC were explored to understand how teachers of English as a Foreign Language (EFL) could facilitate students’ WTC in debate settings that require students to convey their ideas and negotiate meaning on controversial issues with other students who may or may not share their first language.
対話する意思(WTC)とは、言語話者の自身の外国語能力についての認識、および目標言語を話すことに関して覚える不安感が彼らのアウトプットにどのような影響を及ぼすのかについて検証した動機づけ理論(Dörnyei, 2003)によって解釈されてきた概念である。WTCは言語的、社会的、認識的、感情的な要因次第では個人にとって堅固かつ/または強力なものになりうる(Macintyre&Legatto, 2010)。本研究では、日本人学生と外国人学生による討論の場の中でWTCの分析・解釈が行われた。ケース・スタディでは討論に初めて参加したにもかかわらず討論において効果的に意思伝達をおこなうことができた学生に焦点を当てた。学生のWTC形成に寄与しうる言語的、社会的、認識的、感情的な要因を調査し、自分の考えを伝え、論題について第一言語を必ずしも共有していない相手と意味交渉をすることが求められる討論の場において、外国語としての英語(EFL)の教員はどのようにして学生のWTCを高めていくことができるかが考察された。 -
Glonacal forces: Implications and impact for 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 ( 12 ) 3 - 10 2016.4
Single Work
Publisher：神戸大学
The purpose of this paper is to explain how leaders at higher education institutions in Japan might respond to global pressures by referring to the glonacal agency model of internationalization of higher education, Yonewawa's (2011) glonacal analysis of higher education in Japan, and evidence in the form of case studies of globalization of higher education in Singapore. The pap
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Literary Analysis of Global Human Resource Development within Japanese Higher Education Institutions
Marian Wang
神戸大学国際コミュニケーションセンター論集 13 1 - 13 2016
Single Work
Authorship：Lead author
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 internationalization of higher education is analyzed through government (macro), institutional (meso), and student (micro) levels regarding higher education policy by examining clashes between ethos, process, activity, and competency perspectives (Knight, 1997). Clashes between a nationalistic ethos and a cosmopolitan opening up of flagships universities reveal the challenges of fostering GHRs who can contribute to Japan’s knowledge-based economy. On the micro level, processes and activities of Japanese higher education institutions (HEIs) demonstrate how policies that emphasize foreign language (English) acquisition need to be expanded so that they are more inclusive of the realities of GHRs having to operate and adapt in a community of world English speakers. This literary analysis highlights the paucity of qualitative research on the micro level that examines the attitudes of Japanese students and international students towards top-down policies on raising GHRs.
本文献レビューは、日本の大学教育の国際化に関する学術調査のうちに、グローバル人材（GHRs）--外国語運用能力、コミュニケーション能力、日本人としてのアイデンティティに立脚した他文化理解、およびグローバルリーダーとなる意欲を持つ人物（MEXT, 2015）--についての議論を、いかに位置づけるか説明するものである。高等教育の国際化については、エトス、プロセス、アクティビティ、コンピタンス論の間で見られる衝突の検証により、高等教育政策に関わる政府（巨視的）、各機関（中間的）、学生（微視的）の視点において分析されている（Knight, 1997）。本文献分析によって、グローバル人材育成についてのトップダウン型の政策に対する日本人学生および海外留学生の態度を調査するという、微視的視点での質的調査の不足が明らかとなった。Other Link： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
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E-debating for cross-border communication and critical thinking skills Reviewed
Marian Wang, Emiko Kihara
The Journal of Teachers Helping Teachers 4 156 - 168 2016
Joint Work
Authorship：Lead author
Recently, e-learning has been getting attention as a virtual learning space that may be a possible substitute to traditional classroom environments where teacher-fronted instruction may abound and learners may have limited access to working with learners from around the world (Zhang, Zhao, Zhou, & Nunamaker, 2004). Japanese university students are being encouraged to become globaljinzai(human resources), individuals with foreign language competence, cross-cultural understanding while retaining their Japanese identity, self-confidence, and drive (Akimoto, 2013; Yonezawa, 2014). A skill that has been identified as vital to becoming successful globally is to have the ability to express opinions clearly and to consider issues from various perspectives. By investigating how university students prepare and engage in cross-cultural debates, research practitioners in higher education institutions in Japan might be able to raise their students’ ability to present arguments and have the confidence to state and consider multiple viewpoints in global Communities of Practice (Wenger, 2000).
従来の教師主導の授業環境では学生同士の生活の場を越えた協働の可能性が閉ざされる問題点があったが、それに代わるバーチャル学習空間としてオンラインディベートが注目を集めている。保守的な指導形態を好む立場からは疑義が呈されるが、文化の垣根や国境を越えた多様な教育環境の学習コミュニティと日本の教員と学生が国際的に共同プロジェクトを遂行することで、伝統的な学習環境と共存しながら、国際的に活躍するためにとりわけ欠かせない英語で明瞭に意見を述べ、物事を多角的な視点から考察する能力を養成する方法を提案した。日本の大学生は、外国語学能力、異文化理解力を備えたグローバル人材になることが奨励されているため、学生のオンラインディベート参加方法を調査することで、学生たちが国際的なコミュニティで議論を交わし、自信をもって自己主張し、多様な観点から論点を考察していく能力を向上させていくことができる可能性が示された。 -
A reflection on Teachers Helping Teachers
WANG MARIAN
The Journal of Teachers Helping Teachers 2 ( 1 ) 8 - 12 2015.9
Single Work
Publisher：Teachers Helping Teachers
This personal reflection illustrates what Teachers Helping Teachers (THT) offers that other conferences and professional development seminars do not. My conclusion was that the people involved in making the programs happen – the participants, the organizers, the delegates, and the local officials – are all committed to making sure that everyone feels included in the THT family.
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Reflecting on presentations and workshops for Teachers Helping Teachers (THT)
WANG MARIAN
The Journal of Teachers Helping Teachers 3 18 - 26 2015.9
Single Work
In this personal reflection on THT presentations and workshops, I posed the following questions:<br />
What have been the obstacles I experienced when giving presentations and workshops to THT participants? Which presentations and workshops have attracted a captive audience in THT programs? Why? What kind of presentations and workshops might I consider giving in the future for THT pa -
Critical literary analysis of the internationalization of higher education
WANG MARIAN
Journal of the School of Languages and Communication Kobe University ( 10 ) 12 - 19 2015.4
Single Work
Publisher：Kobe University
Japanese higher education institutions are facing a new challenge imposed by the Japanese government – to create students who can become global citizens and leaders by learning English and experiencing other cultures. SOLAC at Kobe University is no exception. This paper summarizes and critically analyzes literature on the internationalization of higher education and applies the
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Integrating critical thinking skills into pre-study abroad courses: A self-study
WANG MARIAN
Journal of the School of Languages and Communication Kobe University ( 11 ) 3 - 13 2015.4
Single Work
Publisher：Kobe University
This paper explores how critical thinking skills could be integrated into Pre-study Abroad course curriculum at SOLAC at Kobe University in Japan. SOLAC's role in designing Pre- and Post-Study Abroad courses that fall within SOLAC's Global Programs are contextualized to demonstrate how developing learners' critical thinking skills could help SOLAC teachers achieve some of the
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Glonacal forces: Implications and impact for Japanese higher education institutions
Marian Wang
神戸大学国際コミュニケーションセンター論集 13 1 - 13 2015
Single Work
The purpose of this paper is to explain how leaders at higher education institutions in Japan might respond to global pressures by referring to the glonacal agency model of internationalization of higher education, Yonewawa’s (2011) glonacal analysis of higher education in Japan, and evidence in the form of case studies of globalization of higher education in Singapore. The paper begins with a restatement of the issue of global excellence at a Japanese university to address this issue, analyzes glonacal forces of higher education in Japan, and uses evidence from Singapore’s HE globalization strategy to illustrate that global partnerships with other reputable educational institutions could be deepened alongside local strategies that focus on creating global programs and study abroad programs for Japanese students.
当研究の目的は日本の高等教育機関の指導者が、国際的な圧力にどのように対処するかを論じることであり、高等教育の国際化のグローナカルエージェンシーモデル、米澤の日本の高等教育のグローナカル的分析、および根拠としてのシンガポールの高等教育のグローバル化のケーススタディに言及した。他の名声ある教育機関との国際的なパートナーシップが日本人学生のためのグローバルプログラムと海外留学プログラムの創出に注力する国の戦略共々深化させうる可能性があることを示した。Other Link： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
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Reflecting on presentations and workshops for Teachers Helping Teachers Reviewed
Marian Wang
The Journal of Teachers Helping Teachers 3 18 - 26 2015
Single Work
In this personal reflection on THT presentations and workshops, I posed the following questions:
What have been the obstacles I experienced when giving presentations and workshops to THT participants? Which presentations and workshops have attracted a captive audience in THT programs? Why? What kind of presentations and workshops might I consider giving in the future for THT participants? The primary obstacle I experienced in preparing suitable presentations and workshops was due to my assumption that I would be presenting to university educators when in fact many participants were primary or secondary school teachers or even students. Other obstacles included the emphasis I placed on research-based presentations when teachers were looking for practical solutions to problems. Lastly, the reality that I was not familiar with the local context of teaching hampered my ability to prepare useful presentations and workshops.
教授者は参加者が大学の教授者に話すように準備する傾向があるが、参加者の方は初等、中等教育現場の英語教員である場合が多い。さらに教授者は研究成果をもとにしたプレゼンテーションに力点をおく傾向があるが、参加者は実際的な問題に対する解答を求めている。本稿はTHTにかかわる筆者の個人的な経験を踏まえた提言である。 -
Integrating critical thinking skills into pre-study abroad courses
Marian Wang
神戸大学国際コミュニケーションセンター論集 11 3 - 13 2014
Single Work
Authorship：Lead author
This paper explores how critical thinking skills could be integrated into Pre-study Abroad course curriculum at SOLAC at Kobe University in Japan. SOLAC’s role in designing Pre- and Post-Study Abroad courses that fall within SOLAC’s Global Programs are contextualized to demonstrate how developing learners’ critical thinking skills could help SOLAC teachers achieve some of the overarching curricular aims of preparing students for studying abroad. Challenges revolving around concepts of critical thinking in an Asian educational context are explained using existing literature. Moreover, literature regarding studying abroad and the role educators play in facilitating students to reflect on their experiences abroad are analyzed. Following the literature review, the theoretical framework, methodology and data collection, research results, and implications of the research for SOLAC teachers of a self-study action research project are specified.
批判的思考技術が神戸大学国際コミュニケーションセンターの「事前海外留学カリキュラム」と学理的に統合できるか、その可能性について探った。アジアの教育現場における批判的思考に関する課題について分析し、留学とその反省を助ける教員の役割も分析した。Other Link： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
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A reflection on Teachers Helping Teachers Reviewed
Marian Wang
The Journal of Teachers Helping Teachers 2 8 - 12 2014
Single Work
Authorship：Lead author
This personal reflection illustrates what Teachers Helping Teachers (THT) offers that other conferences and professional development seminars do not. My conclusion was that the people involved in making the programs happen – the participants, the organizers, the delegates, and the local officials – are all committed to making sure that everyone feels included in the THT family. The THT family ties are strong because there is something in each THT program that makes delegates leave with that feeling of wanting more to contribute to the world.
バングラデシュ、キルギスタン、ラオス、フィリピン、ベトナムの「教師による教師のための研究部会」に参加し、現地の英語教育に携わる人、プログラムに参加して、英語教育水準を高めるために貢献しようとする人、THTの組織者の協働事業の有効性について検証した。 -
Learning environment analysis
WANG MARIAN
The Journal of Teachers Helping Teachers 1 ( 1 ) 2 - 10 2013.9
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Connections between learning theories
WANG MARIAN
Journal of the School of Languages and Communication Kobe University ( 9 ) 31 - 40 2013.4
Single Work
Publisher：Kobe University
This paper looks at the origin of learning theories by defining learning and education goals, finding links among learning theories by connecting them to stakeholders in higher education, and applying these theories to practice. Gaps in learning theories and the reality of English teaching in higher education institutions in Japan and possibilities for professional development
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Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended Reviewed
Marian Wang
The Language Teacher 37 ( 1 ) 25 - 28 2013.1
Single Work
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.
全国語学教育学会の学会員からの疑問が編纂され、分析され、系統立てられたインタビュー記事。スティヴェン・クラッシェン博士が理解可能なインプット仮説についてのレクチャーを敷衍した。 -
Critical literary analysis of the internationalization of higher education
Marian Wang
神戸大学国際コミュニケーションセンター論集 10 12 - 19 2013
Single Work
Authorship：Lead author
Japanese higher education institutions are facing a new challenge imposed by the Japanese government – to create students who can become global citizens and leaders by learning English and experiencing other cultures. SOLAC at Kobe University is no exception. This paper summarizes and critically analyzes literature on the internationalization of higher education and applies the analysis to SOLAC’s practical problem of creating global citizens. Questions regarding student motivational variables to study abroad, the definition of global citizens, and the possibility of SOLAC’s English language programs in creating future global citizens are addressed.
高等教育機関の国際化に関する文献を分析し、それを同センターのグローバル市民を育成する実際的問題に適用させた。海外留学、グローバル市民の定義、将来のグローバル市民を育成するセンターの英語プログラムの可能性を論じた。Other Link： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html
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Learning environment analysis Reviewed
Marian Wang
The Journal of Teachers Helping Teachers 1 2 - 10 2013
Single Work
Authorship：Lead author
The purpose of this paper is to identify learning issues, apply theoretical and practical tools to the organizational analysis, identify factors that influence the development of foreign language learning environments at the School of Languages and Communication (SOLAC) at Kobe University, and evaluate and analyze the issues. The final analysis shows how coherence within SOLAC and its positioning in Kobe University’s vision can facilitate constructive institutional responses to address the learning issues.
外国語学習の問題を特定し、組織分析に理論と実際的ツールを適用し、同センターの学習環境の発展に影響を及ぼす要因を特定することである。その結果、センターの一体性と神戸大学ヴィジョンにおける位置が学習問題に対処するための建設的な回答を促進させると結論づけた。 -
Self-motivation for Japanese university students
Marian Wang, Hector Luk
言語教育センター研究年報 15 59 - 70 2012.3
Joint Work
Authorship：Lead author
By the time Japanese students enter university, most of them would have had at least six years of English education. As English is not used widely in the community, there are limited incentives for many of the students to pursue their English studies further. However, there are always students who continue taking English classes beyond what is required of them. At Kwansei Gakuin University in Japan, some students choose to enroll in elective English courses at the Language Center after finishing their compulsory English courses in their departments. It was the aim of this research to identify some factors that motivate these students. By having a better understanding of the students’ motivation, instructors can cultivate an environment that matches more closely to the students’ learning needs.
日本人学生は大学に進学するまでに少なくても6年間の英語教育を受けている。しかし英語が広範に使われている社会ではないため、英語をさらに学ぼうとする動機は限られている。それにもかかわらず、大学の定める卒業要件以上に英語を履修しようとする学生は常に存在する。学生の動機をよりよく理解することにより、教授者は学生の学習ニーズにふさわしい学習環境を涵養することができる。関西学院大学における事例研究であり、選択クラスを履修する学生の動機形成要因を明らかにしようとしたものである。 -
Self-motivation for Japanese university students
WANG MARIAN, LUK HECTOR
Kwansei Gakuin University Language Center Annual Research Report ( 15 ) 59 - 70 2012.3
Joint Work
Publisher：Kwansei Gakuin University
By the time Japanese students enter university, most of them would have had at least six years of English education. As English is not used widely in the community, there are limited incentives for many of the students to pursue their English studies further. However, there are always students who continue taking English classes beyond what is required of them. At Kwansei Gakui
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Connection between learning theories
Marian Wang
神戸大学国際コミュニケーションセンター論集 9 31 - 40 2012
Single Work
This paper looks at the origin of learning theories by defining learning and education goals, finding links among learning theories by connecting them to stakeholders in higher education, and applying these theories to practice. Gaps in learning theories and the reality of English teaching in higher education institutions in Japan and possibilities for professional development are explained.
学習理論と日本の高等教育機関における英語教育の現実の乖離、および専門的能力の開発の可能性が論じられている。Other Link： http://www.lib.kobe-u.ac.jp/kernel/seika/NCID=AA12182319.html