Emerged challenges for English education in Japan

Suzuki, Sakae

doi:10.17011/apples/urn.201702061368

Cited by 3 publications

(5 citation statements)

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“…This is encouraging since it allows teachers to provide a more complete, and arguably, a more engaging language-learning experience while also not overwhelming them if they are lower in proficiency level. Going forward, as the average proficiency level of first-year university students in Japan continues to decline (see Suzuki, 2017), solutions such as this may become all the more important.…”

Section: Resultsmentioning

confidence: 99%

“…If teachers in Japan see fit to incorporate techniques and activities which aim to promote active learning, then learners in these call classes need to be accepting of the different techniques and activities and the need for perhaps less class time being available for unit completion. Another reason why it is encouraging is another finding reported by Suzuki (2017), sourced from the Institution of National Educational Policy (2014). It indicated that "51.2 percent of Japanese university students had not experienced group work or expressed their thoughts in English before they entered university" (p. 7).…”

Section: Active Learningmentioning

confidence: 85%

“…In terms of casec score, the mean was 433, which equates to a toeic score of 336 (jiem, Inc., 2018). The Association of International Communication (2014, as cited in, Suzuki, 2017) found that, in one recent year in Japan, "the average toeic score of first-year university students was 424" (p. 6). The average toeic score of learners in this study was, then, almost a full 100 points below the average reported for a typical first-year university student in Japan.…”

Section: What Level Were the Respondents?mentioning

confidence: 99%

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Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study

Stewart

2019

JALTCALL

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In this article, the results of a case study are reported. The focus was on the development and implementation of a "regular class" format (a standard lesson plan) for teachers of lower-level English learners whose English call courses incorporate alc Press Inc.'s NetAcademy Next as the main resource. The relevant literature was firstly drawn upon to determine what a class for lower-level English learners should aim to provide (including chunk-based reading, reading aloud, repetition, etc.). The "regular class" format and a handout template to complement it were then created. Both were then implemented in the researcher's Spring, 2018 call classes and feedback sought from ninety-four learners.

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Section: Resultsmentioning

confidence: 99%

Section: Active Learningmentioning

confidence: 85%

Section: What Level Were the Respondents?mentioning

confidence: 99%

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Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study

Stewart

2019

JALTCALL

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“…) are examined, the fact that students are demotivated to learn English is seen to a common factor. (Ali & Pathan, 2017;Hojaji & Salehi, 2017;Suzuki, 2017). However, it is known that there have been problems in English education in Turkey for many years.…”

Section: Discussionmentioning

confidence: 99%

“…10, No. 8;2017 demotivation-related studies in L2 learning are largely based on Dörnyei's studies. Described by Dörnyei as the decrease of motivation in L2 learning due to external factors, demotivation shows up as effect of varying factors.…”

Section: Demotivation In Language Learningmentioning

confidence: 99%

Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

Akay¹

2017

ELT

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Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students' de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.

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Driving and Embracing Change: Learning and Teaching Languages and Communication in Higher Education

2024

JYU Studies

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When considering the title of this book, we, as its editors, had to reflect on the notion of change. Change is constant and inevitable, but fundamental changes do not happen overnight. Such changes result from actions and measures that address deep, complex and interrelated systemic issues, and thus require a shift in mindset. Fifty years ago, Gregory Bateson (1972/2000), an early advocate for ecological thinking, warned that solving the challenges facing society requires a re-examination of the ideas that have dominated thought since the industrial revolution. For Bateson, ecological thinking meant more than adding an environmental perspective and implied the need to revisit the core values and principles that form the basis of societies. Similarly, in the field of education, as Selby (2000) has argued, ecological thinking involves a shift to a more holistic worldview and an awareness of the interconnections and interdependencies of power issues influencing culture, development, environmental and social justice, equity, health, and peace, as well as the interplay between our outer and inner worlds and between different disciplinary epistemologies. These ideas have special significance in the dynamic landscape of contemporary higher education, which faces complex challenges and often unforeseen and/or unpredictable changes and events, such as shifts in government policy or the COVID-19 pandemic. The constantly evolving changes necessitate strategic, future-oriented planning and decision-making in addressing the most critical questions relevant to universities today: the provision of education that is accessible and equitable to all and that meets the changing needs of economies and societies; internationalisation and the growing linguistic and cultural diversity at universities alongside the increasing dominance of English in academia; financial sustainability and the increasing competition for funding; technological advancements; and the well-being of both students and staff. These questions are linked to larger social, economic, geopolitical, technological, ideological, and environmental changes, which directly or indirectly influence higher education: intensifying global migration, deepening social inequalities, escalating armed and cyber conflicts and threats, increasing political/ideological polarisation, the proliferation of misinformation and disinformation that diminishes trust in science, ethical issues surrounding AI, and the impending environmental crisis. On a more practical level, interest and investment in learning languages other than English is diminishing. These challenges are relevant in the Finnish higher education context, too, and they require flexibility and continuous adjustments not only in institutional strategies and frameworks but also in mindsets, pedagogical practices, and working cultures.

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Emerged challenges for English education in Japan

Abstract: Although Japanese students study English

Cited by 3 publications

References 4 publications

Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study

Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study

Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

Driving and Embracing Change: Learning and Teaching Languages and Communication in Higher Education

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