A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University

Rakhshandehroo, Mahboubeh

doi:10.32674/jis.v8i4.233

Cited by 4 publications

(8 citation statements)

References 25 publications

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“…We now move to contextualize the study. Similar to the cases reported in the literature such as Japan (Curle, 2018;Aizawa and Rose, 2020), Oman (Ali, 2020), UAE (Solloway, 2016), Iranian expatriates in Japan (Rakhshandehroo, 2017), Taiwan (Chang, 2010), France (Reynolds, 2022), Afghanistan (Orfan and Seraj, 2002), and many others, Tunisia is not an exception to this trend of the internationalization of HEIs and the promotion of EMI. Tunisian HEIs are attracting international students mainly from neighboring Libya and sub-Saharan Africa.…”

Section: Introductionsupporting

confidence: 81%

“…This set of questions is not directly linked to the perception of EMI, but it is interesting to know the respondents' mindset. Item (20) is a classic question in the EMI germane literature (e.g., Rakhshandehroo, 2017;Curle, 2018;Alhassan et al, 2021). The students mainly agreed with this statement, with 84.2% agreeing (mean value 4.16) and only 4.2% disagreeing.…”

Section: Attitudes Toward English and Emimentioning

confidence: 86%

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English-medium instruction in Tunisia: Perspectives of students

Abdeljaoued

2023

Front. Psychol.

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This article gives a Tunisian perspective to the ongoing debate on the adoption of English-medium instruction (EMI) across the globe and notably in the Middle East and North Africa (MENA). It explores the attitudes of students toward EMI, especially in relation to French, the default medium of instruction at Tunisian universities. It also investigates the challenges that students encounter in courses mediated through English. Finally, it reports on the current EMI practices as they are conducted in the classroom setting. The article uses a mixed approach involving quantitative data collected via an online survey and qualitative data via classroom observation and note-taking. It was found that students typically held a positive attitude toward English and an awareness of its importance. They displayed a pragmatic stance as they associated English with research, technology, mobility, employability, and career prospects. While English is used as the language of the curriculum and documentation, students engage in translanguaging practices to ensure an effective dialog with content teachers and better acquisition of academic content. Given their multilingual repertoire and the status of French, students used French and English in parallel and, to a lesser extent, Tunisian Arabic. They tended to switch to French to ensure a more effective classroom exchange, especially when English fails them. Teachers used translanguaging in order to promote students’ engagement in the academic content.

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Section: Introductionsupporting

confidence: 81%

Section: Attitudes Toward English and Emimentioning

confidence: 86%

English-medium instruction in Tunisia: Perspectives of students

Abdeljaoued

2023

Front. Psychol.

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“…Among those conducted in Japan, most of them either focused on a group of inbound international students from a specific country like China or Korea or discussed their motivations, experiences, or outcomes separately without taking all the three components as a whole. Moreover, prior studies in Japan addressed some specific cases, such as research universities (Futagami, 2021), short-term programs (Hennings & Tanabe, 2018), and English native international students (Rakhshandehroo, 2018), the investigation of university type of national/local/private is lacking.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hennings & Tanabe, 2018;Sato, 2019;Futagami, 2021) and studying experiences (e.g. Rakhshandehroo, 2018), a specific exploration from this perspective is lacking.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

JICE

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In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

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“…Numerous studies have focused on internationalization policies at Japanese universities (Knight, 2004(Knight, , 2008Ninomiya, Knight & Watanabe, 2009;Horie, 2015;Poole, 2016), university support system for incoming foreign students (Bradford, 2015;Rakhshandehroo & Yamamoto, 2017), international students' experiences on campus (Mock et al, 2016;Rakhshandehroo, 2018) and their strategies to cope with cultural adjustment (Mock et al, 2016;Shimauchi, 2017Shimauchi, , 2018. However, the impact of third parties, such as onand off-campus volunteer organizations on international students' sociocultural adaptation, has not been sufficiently studied.…”

Section: Internationalization Of Higher Education In Japanmentioning

confidence: 99%

Mission Statements of Japanese Civil Society Organizations Supporting International Students in the Kansai Area

Ivanova

2021

JCIHE

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This study is applying critical discourse analysis (CDA) to mission statements of civil society organizations (CSOs) in the Kansai area of Japan to examine how those texts may be reflecting their views on migration and impacting their practices related to international students. The analysis shows similarities across CSO types in choosing organizational names, using vague and bureaucratic vocabulary for formulating their mission statements, as well as confusing and contradictory style of some statements and event announcements that may be misleading or discouraging for potential members. At the same time, diversity of vocabulary referring to their target audience demonstrates shifting perspectives of CSOs on international students and more generally, on foreigners living in Japan.

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A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University

Cited by 4 publications

References 25 publications

English-medium instruction in Tunisia: Perspectives of students

English-medium instruction in Tunisia: Perspectives of students

Untitled

Mission Statements of Japanese Civil Society Organizations Supporting International Students in the Kansai Area

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