scholarly journals COVID-19 Pandemic-Influenced Changes to Japanese University Student Digital Identity

2021 ◽  
Vol 2020 (1) ◽  
pp. 356
Author(s):  
Sandra Healy
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Formation ◽  
Teaching And Learning ◽  
Digital Identity ◽  
Online Questionnaire ◽  
Japanese University ◽  
Digital Environments ◽  
Historical Moment ◽  
The Impact

This paper presents an exploratory study of Japanese university students’ usage of digital space and digital identity formation in the context of the sudden move to emergency remote teaching and learning (ERTL) during the COVID-19 pandemic. An online questionnaire was administered to attempt to capture this unique historical moment, to gain a picture of the digital spaces the students typically inhabit day to day, and to document COVID-19 pandemic related changes. The questionnaire used was adapted from Lee and Kim’s 2014 study on the digital identity of Korean university students, and the results were analysed using concepts from Ito et al.’s 2010 work Hanging Out, Messing Around and Geeking Out. It was found that Japanese students are immersed in a technology-rich environment, are active in friendship-driven online practices, and that the impact of the pandemic on their digital environments in connection with language learning and academic identities has been significant. 本論文は、COVID-19パンデミック時に公衆衛生対策として実施された「緊急遠隔教育・学習」（ERTL）への突然の移行環境下における日本の大学生のデジタル空間使用とデジタル・アイデンティティ（デジタルコミュニケーション上の自己同一性）形成を探索的に調査したものである。本研究で使用したアンケートは、韓国の大学生のデジタル・アイデンティティに関するLeeとKimの2014年の論文をもとに作成され、また得られたアンケート結果は、2010年に出版されたHanging Out, Messing Around and Geeking Out (Ito et al.)の概念を使用して分析された。本調査結果から、日本の大学生はテクノロジーに富んだ環境に没入しやすく、また、オンライン演習においては友情主導で積極的に取り組むこと、そしてそれが彼らの学術的なデジタル・アイデンティティの形成に大きな影響を与えていることが明らかになった。

scholarly journals Perceived Role of Social Media in the Vocabulary Development of University Students

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Dr. Mee Jay A. Domingo ◽  
Harvey John Tolentino Aguillon
Keyword(s):  
Social Media ◽  
University Students ◽  
Language Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Vocabulary Development ◽  
The Philippines ◽  
Ease Of Use ◽  
The Impact

In the academe, stakeholders are starting to acknowledge the impact of social media in the teaching and learning process. Aware of this, the researchers conducted this study to determine the role of social media in the language learning experiences of students. Specifically, it identified the social media profile of the students and the platforms’ perceived use and advantages to vocabulary development. In realizing its objectives, the study employed a descriptive research design that involved 83 university students from a state university in the Philippines. Respondents answered an online survey questionnaire, which was tried out first to potential respondents before its actual use. The researchers used descriptive statistics to make sense of the data gathered. Results show that the students have high social media engagement as manifested by the number of social media accounts that they created for themselves (the majority have two or more accounts) and the number of hours that they spend a day online (majority are online for at least three hours a day). All the respondents use Facebook.com, making it the most commonly used social media platform among them. In addition, the study found that students perceive social media as contributory and effective applications for the enhancement of language and vocabulary skills due to the media’s accessibility, universality, ease of use, multimodality, general appeal, and its role in lowering communication anxieties. With these findings, educators are encouraged to explore the possibility of using social media platforms, preferably Facebook, as instructional media, specifically for the teaching of vocabulary. 

scholarly journals Promoting Student Intercultural Communicative Competence in the Japanese Context

2020 ◽  
Vol 2019 (1) ◽  
pp. 321
Author(s):  
Adam Christopher
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Instruction ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Japanese University ◽  
Positive Attitudes ◽  
The Impact

The impact of culture on language has been acknowledged for many years (Vygotsky, 1962) as well as how local culture may influence the communication strategies and interactions of EFL learners. Since intercultural communicative competence is the key to such communication, I investigated the perceptions of Japanese university students of integrating American and British cultural activities with language learning both in and outside of the EFL classroom. Data were collected through a questionnaire administered to 78 university students. The results suggest that students had positive attitudes and an interest in developing further understanding of the target language culture both in and outside of class. Furthermore, they believed that the target language culture should be incorporated in the teaching of foreign languages. Therefore, this study highlights the need for integrating the teaching of culture with language instruction into the curriculum in the Japanese context. 言語に対する文化の影響は、長年にわたって広く認識されている（Vygotsky、1962）。同様に、地域の文化がEFL学習者のコミュニケーション戦略と交流にどのように影響するかについても広く認識されている。したがって、異文化コミュニケーション能力は、国際コミュニケーションを成功させるための重要な要素である。本研究では、大学生のEFL教室と授業外での米国及び英国の文化活動と語学学習の統合に対する認識を調査している。調査は、日本の大学の78人のEFL大学生に実施された。結果は、生徒がクラスの内外で対象言語の文化を理解することに前向きな姿勢と関心を示したことを示唆している。さらに、彼らは対象言語の文化が外国語の授業に組み込まれるべきであると信じていた。したがって、この研究は、日本の実情に即して、文化と言語を統合的に教える必要性を強調している。

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

2021 ◽  
Vol 18 (10) ◽  
pp. 5233
Author(s):  
Yolanda Marcén-Román ◽  
Angel Gasch-Gallen ◽  
Irene Isabel Vela Martín de la Mota ◽  
Estela Calatayud ◽  
Isabel Gómez-Soria ◽  
...  
Keyword(s):  
Nursing Students ◽  
University Students ◽  
Perceived Stress ◽  
Psychological Health ◽  
Health Sciences ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Occupational Therapy Students ◽  
Health Sciences Students ◽  
The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals Survey of the effects of internet usage on the happiness of Japanese university students

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Momoko Kitazawa ◽  
Michitaka Yoshimura ◽  
Hidefumi Hitokoto ◽  
Yuka Sato-Fujimoto ◽  
Mayu Murata ◽  
...  
Keyword(s):  
University Students ◽  
Sleep Quality ◽  
Multiple Regression ◽  
Internet Use ◽  
Poor Sleep ◽  
Regression Analyses ◽  
Japanese People ◽  
Japanese University ◽  
The Impact ◽  
The Relationship

Abstract Background Besides research on psychiatric diseases related to problematic Internet use (PIU), a growing number of studies focus on the impact of Internet on subjective well-being (SWB). However, in previous studies on the relationship between PIU and SWB, there is little data for Japanese people specifically, and there is a lack of consideration for differences in perception of happiness due to cultural differences. Therefore, we aimed to clarify how happiness is interdependent on PIU measures, with a focus on how the concept of happiness is interpreted among Japanese people, and specifically among Japanese university students. Methods A paper-based survey was conducted with 1258 Japanese university students. Respondents were asked to fill out self-report scales regarding their happiness using the Interdependent Happiness Scale (IHS). The relationship between IHS and Internet use (Japanese version of the Internet addiction test, JIAT), use of social networking services, as well as social function and sleep quality (Pittsburgh Sleep Quality Index, PSQI) were sought using multiple regression analyses. Results Based on multiple regression analyses, the following factors related positively to IHS: female gender and the number of Twitter followers. Conversely, the following factors related negatively to IHS: poor sleep, high- PIU, and the number of times the subject skipped a whole day of school. Conclusions It was shown that there was a significant negative correlation between Japanese youths’ happiness and PIU. Since epidemiological research on happiness that reflects the cultural background is still scarce, we believe future studies shall accumulate similar evidence in this regard.

Cultural self-construction and identity formation in emerging adulthood: a study on Japanese university students and workers

2015 ◽  
Vol 18 (10) ◽  
pp. 1326-1346 ◽  
Author(s):  
Kazumi Sugimura ◽  
Tomomi Niwa ◽  
Aya Takahashi ◽  
Yuko Sugiura ◽  
Maasa Jinno ◽  
...  
Keyword(s):  
University Students ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Japanese University ◽  
Cultural Self

scholarly journals Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relative Effectiveness ◽  
Computer Assisted ◽  
Multimodal Learning ◽  
The Impact ◽  
Language Teaching And Learning

AbstractMultimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example ofSecond Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities inSecond Lifehighlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

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