Fine Tuning of a Study Abroad Course For Japanese EFL Students

2016 ◽  
Vol 17 (3) ◽  
pp. 2168-2176
Author(s):  
John F. Maune
Keyword(s):  
Study Abroad ◽  
Fine Tuning ◽  
Efl Students

scholarly journals Ideas for Designing and Implementing Portfolios for Short-Term Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 229
Author(s):  
Tomoka Kaneko
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Efl Students ◽  
Study Abroad Program

This paper describes how I designed and implemented a portfolio project in a short-term study-abroad program at my university in Japan. Sixteen EFL students participated, and of these, none had experience of producing portfolios before the study. I planned the project based on an analysis of the program and students. Central to the portfolio was a reflective report, designed to help the students reflect on what they learned and to set goals based on reflection throughout the program. The students received instructions on how to complete the portfolio in predeparture sessions, continuously worked on their portfolios during the stay abroad, and completed them after they returned to Japan. The examination of submitted portfolios and interviews with the students show that the process of producing the portfolios helped them become autonomous learners and maximize their study abroad experience and opportunities. 本稿では、著者が勤務する大学の短期海外語学研修プログラムに、どのようにポートフォリオを構想し、組み込んだかについて説明する。16名の大学生がプログラムに参加した。参加者は全員、プログラム以前にポートフォリオを作成した経験がなかった。海外での研修内容と参加学生の分析に基づいて、ポートフォリオの構想を立てた。学生は自分の学びをその都度振り返り、それに基づいて目標を立て、それらを振り返り報告書に記入した。この振り返り報告書は、ポートフォリオの中核を担うものである。学生は事前研修でポートフォリオの作成方法を学び、主に研修先で作成に取り組み、事後研修後に完成させた。提出されたポートフォリオと学生へのインタビューから、ポートフォリオを作成することにより、学生がよりよい自律的学習者となり、短期間の海外語学研修を有意義なものにしたと感じていることが分かった。

scholarly journals On the Factors Influencing EFL Students’ Intercultural Competence

2019 ◽  
Vol 54 (1) ◽  
pp. 133-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
Educational Level ◽  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Tertiary Education ◽  
Small Degree ◽  
Practical Applications ◽  
Intercultural Competencies ◽  
Efl Students

AbstractCultural intelligence (CQ) as a micro-level construct describing intercultural competence has garnered growing attention in academic literature recently, resulting in an increase in research. This paper reports on the empirical research which, using as a survey instrument the Cultural Intelligence Scale (CQS) developed by Earley and Ang (2003), examined intercultural competencies of Polish EFL students at the tertiary education, measured by the level of CQ. In addition, the investigation aimed to analyze whether individual difference variables such as gender, educational level, linguistic proficiency, multilingualism, motivation to study English, and study abroad experience are significant predictors of students’ level of CQ. The results show that the respondents’ intercultural competence has been developed only to a small degree. Further, CQ is positively related to gender, educational level, foreign language proficiency, the number of foreign languages known, motivation to study English, and study abroad experience. Some practical applications of the study findings for the Polish tertiary education have been presented.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Fine-Tuning Futures

ASHA Leader ◽  
2017 ◽  
Vol 22 (6) ◽  
Author(s):  
Christi Miller
Keyword(s):  
Fine Tuning

Food Safety Security: A new Concept for Enhancing Food Safety Measures

2012 ◽  
Vol 82 (3) ◽  
pp. 216-222 ◽  
Author(s):  
Venkatesh Iyengar ◽  
Ibrahim Elmadfa
Keyword(s):  
Food Safety ◽  
Hazard Analysis ◽  
Warning System ◽  
Shared Responsibility ◽  
Fine Tuning ◽  
Strategic Action ◽  
Surveillance Network ◽  
Measurement Systems ◽  
Critical Control Points ◽  
The Impact

The food safety security (FSS) concept is perceived as an early warning system for minimizing food safety (FS) breaches, and it functions in conjunction with existing FS measures. Essentially, the function of FS and FSS measures can be visualized in two parts: (i) the FS preventive measures as actions taken at the stem level, and (ii) the FSS interventions as actions taken at the root level, to enhance the impact of the implemented safety steps. In practice, along with FS, FSS also draws its support from (i) legislative directives and regulatory measures for enforcing verifiable, timely, and effective compliance; (ii) measurement systems in place for sustained quality assurance; and (iii) shared responsibility to ensure cohesion among all the stakeholders namely, policy makers, regulators, food producers, processors and distributors, and consumers. However, the functional framework of FSS differs from that of FS by way of: (i) retooling the vulnerable segments of the preventive features of existing FS measures; (ii) fine-tuning response systems to efficiently preempt the FS breaches; (iii) building a long-term nutrient and toxicant surveillance network based on validated measurement systems functioning in real time; (iv) focusing on crisp, clear, and correct communication that resonates among all the stakeholders; and (v) developing inter-disciplinary human resources to meet ever-increasing FS challenges. Important determinants of FSS include: (i) strengthening international dialogue for refining regulatory reforms and addressing emerging risks; (ii) developing innovative and strategic action points for intervention {in addition to Hazard Analysis and Critical Control Points (HACCP) procedures]; and (iii) introducing additional science-based tools such as metrology-based measurement systems.

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