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
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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
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An eye-tracking study on ambiguous relative-clause attachments in L2 English for Japanese learners of English
Yoko Nakano, Marian Wang
The Institute of Electronics, Information and Communication Engineers Technical Report 111 ( 170 ) 79 - 82 2011.8
Joint Work
This study investigated preference for relative-clause attachments in processing the complex noun phrases (NP), such as the teacher of/with the student who was singing a song” by using an eye-tracking technique with Japanese learners of English at different proficiency levels and native speakers of English as participants. The individual participants’ reading spans were also measured. The analyses for the initial and regressive eye movements indicated a possible influence of different working memory capacity, which was reflected in the reading-span scores, on the attachment decisions in the native speakers but not in the non-native speakers.
複雑な名詞句を処理するうえで関係詞節を付加することが好まれる傾向にあることを精査した。調査は眼球運動測定技術を用いて、習熟度の異なる日本人英語学習者と英語のネイティブスピーカーを被験者として行われ、ワーキングメモリーの能力の差異がネイティブスピーカーの関係詞節付加の決定に影響を及ぼしているが、非ネイティブスピーカーはその限りではない可能性が示唆された。 -
An eye-tracking study on ambiguous relative-clause attachments in L2 English for Japanese learners of English
WANG MARIAN, NAKANO YOKO
IEICE Technical Report 111 ( 170 ) 79 - 82 2011.8
Joint Work
This study investigated preference for relative-clause attachments in processing the complex noun phrases (NP), such as the teacher of/with the student who was singing a song" by using an eye-tracking technique with Japanese learners of English at different proficiency levels and native speakers of English as participants. The individual participants' reading spans were also me
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Increasing Japanese university EFL students’ motivation through communication with international students
Marian Wang, Andrew Nowlan
言語教育センター研究年報 14 63 - 84 2011.3
Single Work
Authorship：Lead author
This paper shares lessons learned from a communicative activity involving EFL students and international exchange students at Kwansei Gakuin University in Japan. The Japanese students explained what they considered as a “good” English speaking partner and how the activity could motivate them to continue studying English.
様々な文化や言語の背景を持っている英語話者である留学生とのコミュニケーションが、日本人学生が現在持っている技能を使用してさらに言語能力を伸ばす動機となるか否かを把握するために、関西学院大学のEFLの学生と交換留学生が参加したコミュニケーション活動を行った授業についてまとめた。 -
Developing a Vocabulary Learning System
WANG MARIAN, LUK HECTOR
Teachers Helping Teachers, The Proceedings of 2010 Conferences, Seminars and Workshops 15 - 24 2011.3
Joint Work
Publisher：Teachers Helping Teachers
The study was carried out to determine how students felt about studying, recording and sharing vocabulary with their peers on a regular basis. According to the responses to a questionnaire from 74 students, most students supported structured learning of vocabulary words in context followed by interactive classroom activities geared towards explaining and guessing vocabulary wor
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Increasing Japanese university students' motivation through communication with international students
WANG MARIAN, NOWLAN ANDREW
Kwansei Gakuin University Language Center Annual Research Report ( 14 ) 63 - 84 2011.3
Joint Work
Publisher：Kwansei Gakuin University
This paper shares lessons learned from a communicative activity involving EFL students and international exchange students at Kwansei Gakuin University in Japan. The Japanese students explained what they considered as a “good" English speaking partner and how the activity could motivate them to continue studying English.
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Peer teaching and learner responsibility
Hector Luk, Marian Wang
関西学院大学外国語紀要第 16 39 - 54 2011
Joint Work
This is a study of peer teaching among English language learners at a university in Japan. It analyzes the students’ feedback on their experiences of teaching their peers and being taught by their peers. Students felt that peer teaching helped create a positive classroom atmosphere and gave them inspiration to be better language learners.
日本の大学の英語学習者におけるピアティーチングの調査である。同級生を教え、同級生から教えられるという経験を経た学生からのフィードバックを分析し、ピアティーチングによって教室内の雰囲気は前向きになり、外国語学習者として更なる向上を図るきっかけとなったと学生が感じていることが明らかになった。 -
Peer teaching and learner responsibility
WANG MARIAN, LUK HECTOR
Kwansei Gakuin University Humanities Review 16 39 - 54 2011
Joint Work
This is a study of peer teaching among English language learners at a university in Japan. It analyzes the students' feedback on their experiences of teaching their peers and being taught by their peers. Students felt that peer teaching helped create a positive classroom atmosphere and gave them inspiration to be better language learners.
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“English only” in the Japanese university EFL classroom: Attitudes, approaches, and the role of the L1
Marian Wang, Scott Bean
言語教育センター研究年報 13 3 - 16 2010.3
Joint Work
Authorship：Lead author
This study was carried out to determine how Kwansei Gakuin University students felt about an English-Only policy in their intensive English program, how teachers motivated their students to use only English, and how teachers and students viewed the role of Japanese in their classes. It was found that most students held a positive view toward the English-Only learning environment because of the opportunity to discuss vocabulary with peers in English. Teachers reported a variety of approaches to maintain an English-only classroom environment. A small number of students and teachers felt that Japanese may be acceptable taking into consideration student proficiency level and lesson content.
当研究は、関西学院大学の英語インテンシブ・プログラムにおける英語のみの使用という授業方針について学生がどのような意見を抱いているか、教員はいかにして学生に英語のみの使用の動機づけをしていくか、そして教員と学生が授業内で日本語をどのような位置づけで捉えているかを検証したものである。 -
“English only" in the Japanese university EFL classroom: Attitudes, approaches and the role of the L1
WANG MARIAN, BEAN SCOTT
Kwansei Gakuin University Language Center Annual Research Report ( 13 ) 3 - 16 2010.3
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Illegal Immigration in the U.S.: Mexico as a Case Study
1999.11
Single Work