scholarly journals What Now? An Exploratory Analysis of Language Maintenance in Japanese Study Abroad Alumni

2018 ◽  
pp. 55-70
Author(s):  
Melissa Huntley Omuro
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
University Students ◽  
Language Maintenance ◽  
Exploratory Analysis ◽  
Input Language ◽  
Maintenance Strategies ◽  
Japanese University ◽  
Studying Abroad ◽  
Foreign Language Acquisition

This paper examines the language maintenance strategies that naturally occur in Japanese university students who have returned from studying abroad. Often, immersion programs are seen as motivational tools and end goals for foreign language acquisition, thus this research seeks to find the answers to three questions: Do Japanese university students naturally develop maintenance strategies after studying abroad? If so, what are they and how can they be organized? Is there a connection between recency of studying abroad, duration, and the number of strategies developed? In this exploratory analysis, nine students were interviewed on their study abroad experiences, and the number and type of maintenance strategies they developed. A majority of students reported using digital tools and focusing on the input language skills, suggesting a preference or an availability of technological, passive foreign language tools. These findings provide a strong foundation for further, more expansive quantitative study. 本稿は海外留学から帰国した日本人大学生における言語維持方略に関する調査である。集中プログラムの多くは、動機付けの手段や外国語習得のための最終目標としている。本調査では３つの課題を明らかにして行く。１．日本人大学生は海外留学後、自然に言語維持方略を発達させているか。２．仮にそうだとしたら、日本人大学生は何をどのように体系化しているか。３．海外留学の期間・新近性と方略の量の間には関係性はあるか。本調査分析では９名の大学生を対象に海外留学の経験、、言語維持方略の数と種類に関するインタビューを実施した。学生の大半はデジタルソースの使用とリーディング及びリスニングの言語スキルによるインプットに重点を置くこと、テクノロジーを好むことあるいはその利用についての示唆、受け身的な外国語活動について報告した。本調査結果は今後さらに広範囲な量的調査への基礎を提供するものである。

Factors in the Usage of Mobile Phones in Japanese University EFL Classrooms

2013 ◽  
pp. 118-144
Author(s):  
George R. MacLean ◽  
James A. Elwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mobile Phones ◽  
Attractive Alternative ◽  
Successful Implementation ◽  
Japanese University ◽  
Recent Developments ◽  
Mediating Factor ◽  
Computers In Education ◽  
Efl Classrooms

This chapter considers factors that can play roles in the use of mobile phones in university English as a Foreign Language (EFL) classrooms in Japan. While recent developments have made such devices an increasingly attractive alternative to computers in education, issues such as cost and privacy have been noted by other research to be of some concern. This study investigated the use and perceptions of mobile phones by 249 university students studying EFL in Japan. Results indicated that although students declared varying levels of proficiency with their mobile phones, most were able to complete the tasks queried. Among factors that might inhibit successful implementation of the use of mobile phones for education, cost and security concerns were minimal, but student reservations about using mobile phones for educational tasks appeared to be a mediating factor.

scholarly journals Verbal Aggressiveness and Hate Speech: New Considerations for Study Abroad Students

2019 ◽  
Vol 43 (3) ◽  
pp. 15
Author(s):  
Brian Rugen
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Hate Speech ◽  
Bystander Intervention ◽  
Verbal Aggressiveness ◽  
Specific Content ◽  
Japanese University ◽  
Curricular Content ◽  
Work Abroad ◽  
The U.S

Escalating political and racial tensions across the U.S. have led to increased incidents of what communication scholars call verbal aggressiveness, including hate speech. Instances of verbal aggressiveness can occur anywhere, including university and workplace contexts. For Japanese university students preparing for study and/or internship opportunities abroad, this raises the question: To what extent are these learners being prepared for such instances? This article offers suggestions for addressing this topic with students who plan to study and/or work abroad in the future. First, the article offers suggestions for curricular content, specifically drawing on a well-known model for de-escalation and bystander intervention training that is used in the U.S. Second, the article explains how focused communicative tasks are ideal for teaching the specific content material. It is hoped that the article will open a dialogue regarding the extent to which verbal aggressiveness and hate speech should be addressed with students preparing to study in the U.S. アメリカ合衆国内での政治的、民族的緊張の高まりはヘイトスピーチを含む言語的攻撃による衝突を増加させている。例えば、言語的攻撃は大学や職場など、どのような場においても起こり得る。留学や海外インターンシップを控える日本人大学生が、このような場面に備えてどの程度まで対策ができるのか。この論文では、将来的に留学や海外インターンシップに臨む学生達が、言語的攻撃やヘイトスピーチに対処できるように提案をする。初めに、アメリカ合衆国で取り入れられている教育プログラムを紹介する。これは、学生達が問題に直目しても、感情的にならず、冷静に議論ができるようにするためのトレーニングである。その後、コミュニケーションの手法に重点を置く教材が、どれほど理想的であるかを説いていく。この論文が、アメリカ合衆国に飛び立つ学生達にとって、言語攻撃やヘイトスピーチに負けないための指南書になることを願う。

scholarly journals Digital stories: improving the process using smartphone technology

2019 ◽  
pp. 402-406
Author(s):  
Jeremy White
Keyword(s):  
New Zealand ◽  
Study Abroad ◽  
University Students ◽  
Storage Capacity ◽  
Formal Learning ◽  
Term Study ◽  
Japanese University ◽  
Short Term Study ◽  
Digital Stories ◽  
Smartphone Technology

With smartphone saturation at 100% among Japanese university students, educators are developing new and innovative ways to bring them to the forefront of learning, ensuring students are as engaged with their technology in their formal learning as they are with their informal learning. Smartphones of today are small, portable, have high spec cameras, microphones, and a large storage capacity. These devices also allow for videos to be edited within applications on the smartphone itself, without the need for a separate and expensive computer and editing software. Aspects such as these make using smartphones to make Digital Stories (DS) one possible way to effectively use this technology for formal learning purposes. This paper shows the results of a paper-based survey and discusses preliminary observations conducted with 38 Japanese university students undertaking a short-term study abroad experience in Australia and New Zealand.

Smartphone Assisted Language Learning and Autonomy

2015 ◽  
Vol 5 (3) ◽  
pp. 75-88 ◽  
Author(s):  
Adrian Leis ◽  
Akihiko Tohei ◽  
Simon D. Cooke
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Proficiency ◽  
Study Habits ◽  
Free Time ◽  
Language Teachers ◽  
Japanese University ◽  
Taking Charge

In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.

Smartphone-Assisted Language Learning and Autonomy

2018 ◽  
pp. 307-327
Author(s):  
Adrian Leis ◽  
Akihiko Andrew Tohei ◽  
Simon Cooke
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Proficiency ◽  
Free Time ◽  
Language Teachers ◽  
Classroom Environments ◽  
Japanese University ◽  
Language Studies ◽  
Taking Charge

This chapter discusses the advantages of using smartphones in an English as a foreign language (EFL) classroom from the perspective of motivation and autonomy among learners. The authors compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom or encouraged to use them for educational purposes, concentrating on whether those using smartphones in their EFL lessons would show tendencies toward being autonomous in their language studies. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their study habits and English proficiency. The conclusion is that language teachers and learners should be encouraged to use smartphones to create more productive classroom environments and as a means of fueling a desire to learn.

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