Relevant bibliographies by topics / Japanese students Australia

Academic literature on the topic 'Japanese students Australia'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Japanese students Australia"

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Cahill, Desmond. "Book Review: Escape from Affluence: Japanese Students in Australia." Asian and Pacific Migration Journal 7, no. 4 (December 1998): 531–33. http://dx.doi.org/10.1177/011719689800700408.

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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.

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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.
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Cervi, David A. "Gaijin revisited." English Today 6, no. 4 (October 1990): 17–18. http://dx.doi.org/10.1017/s0266078400005071.

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In response to reading Peter Duppenthaler's interesting article Gaijin (ET Jul 89), in which he explored the word gaijin and some of the meanings it has for Japanese, I conducted in Japanese a survey among 34 Japanese students studying English in Australia at Sydney English Language Centre.
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Matsumoto, Masanori. "Persistence in Japanese language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (January 1, 2009): 10.1–10.17. http://dx.doi.org/10.2104/aral0910.

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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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dummy contact - do not alter, ZZZ. "Persistence in Japanese Language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (2009): 10.1–10.17. http://dx.doi.org/10.1075/aral.32.2.01mat.

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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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Carr, John, Jonathan van Dissel, Robert Suter, Mark Eastaugh, Hugo Dunlop, Tom Harrison, and Chris Richards. "Japanese encephalitis virus outbreak in Australian pigs." Livestock 27, no. 4 (July 2, 2022): 186–90. http://dx.doi.org/10.12968/live.2022.27.4.186.

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An incursion of Japanese encephalitis virus disease has been identified as commencing in north-eastern Australia in April 2021, resulting in prolonged gestation length, mummified and stillborn piglets, often with severe fetal abnormalities and congenital tremors. The disease has been recognised to have occurred on nearly 80 farms over an 18-month period with some seasonal impacts and large mosquito numbers afflicting farms. There have been no obvious clinical problems in piglets, weaners, grow/finishing or adult pigs. The organism is zoonotic and caused clinical infection in nearly 40 people and sadly resulted in the death of five people. None of the people showing clinical signs had contact with the pig industry. No one involved in the pig industry or students handling potentially infected tissues showed any clinical signs of disease.
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Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.

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The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 3.1–3.20. http://dx.doi.org/10.2104/aral0903.

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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (2009): 3.1–3.20. http://dx.doi.org/10.1075/aral.32.1.01iwa.

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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Haththotuwa Gamage, Gayathri. "Perceptions of kanji learning strategies." Australian Review of Applied Linguistics 26, no. 2 (January 1, 2003): 17–30. http://dx.doi.org/10.1075/aral.26.2.02gam.

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This study investigates three important issues in kanji learning strategies; namely, strategy use, effectiveness of strategy and orthographic background. A questionnaire on kanji learning strategy use and perceived effectiveness was administered to 116 beginner level, undergraduate students of Japanese from alphabetic and character backgrounds in Australia. Both descriptive and statistical analyses of the questionnaire responses revealed that the strategies used most often are the most helpful. Repeated writing was reported as the most used strategy type although alphabetic background learners reported using repeated writing strategies significantly more often than character background learners. The importance of strategy training and explicit instruction of fundamental differences between character and alphabetic background learners of Japanese is discussed in relation to teaching strategies.
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Dissertations / Theses on the topic "Japanese students Australia"

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Wilson, Mack. "Japanese schools in the Australian mirror : perceptions of schools among Japanese students in Australia /." Title page, contents and conclusion only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arw751.pdf.

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Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.

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This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.
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Nosaka, Kaoru. "Encroaching on Freedoms? Values related to freedom and readiness to accept social marketing activities in Australia and Japanese students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/374.

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Do Australian and Japanese university students feel that social marketing is encroaching on their freedoms or empowering them? For example, how do they react to social marketing messages such as ‘Don’t Drink and Drive’ and ‘Reduce, Reuse, Recycle’? Social marketing activities include advocating for environmental change, laws, and regulations as well as making recommendations to individuals to change behaviours to promote the good of society; however, some people believe that such activities are attempts to control people, infringing upon their individual freedom. While behavioural models and theories have recognised the influence of an individual’s predisposition towards a recommended behaviour (such as quitting smoking), at present, there has been little attention paid to an individual’s predisposition towards the social change directives themselves, the social marketing activities/techniques in general; the present study is calling this predisposition the individual’s ‘readiness to accept’ social marketing activities. Hence, this study investigated the influence of values relating to the freedom of the individual on ‘readiness to accept government-sponsored social marketing activities’ in Australian and Japanese university students aged between 18 and 23 years.
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Ichimoto, Takae. "Recrafting 'selves' : identity transformation among Japanese women students studying in Australian universities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18904.pdf.

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com, ujitani@yahoo, and Eiko Ujitani. "Intercultural relational development between Australian students and host Japanese students: A longitudinal study of students' socio-emotional experiences and interpretations." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Since the “Project of Accepting 100,000 Students from Abroad” was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou & Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.
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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations." Thesis, Ujitani, Eiko (2006) Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/375/.

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Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.
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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Erben, Antony Karl Heinz. "Student teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education programme in Australia." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289000.

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Jackson, Janett Kajic. "Through drama to cross cultural understanding : ... the use of drama methodology in the development of positive attitudes towards Japanese culture by a select group of Australian Year Seven students studying aspects of Kabuki theatre /." Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09arj128.pdf.

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Wada, Atsushi. "The potential of the Japanese student market for Australia: the overseas travel expectations and preferences of Japanese tertiary students." Thesis, 1992. https://vuir.vu.edu.au/15722/.

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While young females have received considerable attention, relatively little research has examined other groups within the Japanese youth travel market. The young Japanese, like their western counterparts, have a strong desire for leisure activities, in particular, overseas travel. Among them, university and college students have become one of the major forces in the Japanese leisure and travel market. Students are believed to have relatively more spare time and money to realise their desire for overseas travel. However, there is little information available on their travel preferences and behaviour. This study, therefore, aimed to investigate the travel expectations and behaviour of Japanese tertiary students and their potential for Australian tourism.
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Books on the topic "Japanese students Australia"

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Andressen, Curtis A. Escape from affluence: Japanese students in Australia. Queensland, Australia: Centre for the Study of Australia-Asia Relations, Faculty of Asian and International Studies, Griffith University, 1996.

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Nemoto, Hiroyuki. The management of intercultural academic interaction: Student exchanges between Japanese and Australian universities. Newcastle upon Tyne: Cambridge Scholars Publishing, 2011.

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The Japanese High School: Silence and Resistance (Nissan Institute Routledge Japanese Studies Series). Routledge, 1999.

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Yoneyama, Shoko. Japanese High School: Silence and Resistance. Taylor & Francis Group, 2012.

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Yoneyama, Shoko. Japanese High School: Silence and Resistance. Taylor & Francis Group, 2012.

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Yoneyama, Shoko. Japanese High School: Silence and Resistance. Taylor & Francis Group, 2012.

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Yoneyama, Shoko. The Japanese High School: Silence and Resistance. Routledge, 2007.

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Yesterday's Enemy - Tomadachi. South Australia, Australia: OpenBook Publishers, 1994.

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Aikhenvald, Alexandra Y., R. M. W. Dixon, and Nerida Jarkey, eds. The Integration of Language and Society. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192845924.001.0001.

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Each language bears an imprint of the society that speaks it — speakers' relationships to each other, their beliefs and ways of viewing the world, and other facets of their social environment, alongside speakers' habitat, subsistence, and physical environment. A grammar of each language will relate to, and be integrated with, the meanings and the choices which reflect societal practices. Ihe integration of language and society, as reflected in grammatical features of languages, is what this volume is about. It starts with a typological introduction summarising the main issues relevant to the integration of language and society, with special focus on grammatical phenomena. These include honorific forms, genders and classifiers, possession, evidentiality, comparative constructions, and demonstrative systems. It is followed by several studies focused on the ways in which societal norms and beliefs are reflected in languages of diverse typological profiles. The data are drawn from languages of Australia and New Guinea (Dyirbal and Idi), South America (Chamacoco, Ayoreo, Murui, and Tariana), Asia (Japanese, Brokpa, and Dzongkka), and Africa (Iraqw). The volume advances our understanding of the ways in which non-linguistic traits have their correlates in language, and how they change if the society undergoes transformations. The outcomes will be a valuable resource for scholars and students of typology, general linguistics, linguistic and cultural anthropology, and social sciences.
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Book chapters on the topic "Japanese students Australia"

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Danaher, Geoff, Mike Danaher, and Patrick Alan Danaher. "Mobilising the Discursive Power of “Original and Significant Contributions to Knowledge” by Doctoral Students: Nuancing Narratives of Australian Historiographies, Japanese Environmental Policy-Making and Australian Show Children’s Education." In Palgrave Studies in Education Research Methods, 17–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11016-0_2.

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Mycak, Sonia, and Yasuo Nishizawa. "International Distance Education in the Asia Pacific." In Critical Examinations of Distance Education Transformation across Disciplines, 163–77. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch008.

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This chapter outlines the history and development of an international distance learning relationship, which was established between an Australian and Japanese university. In 2002, the University of Sydney, Australia and Gifu University in Japan established a lecture exchange program whereby live lectures would be transmitted through Web-based video conferencing. Further development of the relationship resulted in an additional three-year program whereby an entire course, consisting of weekly live lectures transmitted from Australia, was offered not only to local university students but citizens of Gifu city. An empirical account outlines the origin and purpose of this course, analyzes its success, discusses pedagogical and cultural issues and challenges that arose, and makes recommendations for further development. The final section of the chapter suggests possible future directions, including a theoretical model for worldwide international distance education.
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White, Jeremy. "Digital stories: improving the process using smartphone technology." In CALL and complexity – short papers from EUROCALL 2019, 402–6. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1044.

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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.
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Barnes, Melissa. "Encouraging Communication through the Use of Educational Social Media Tools." In Multiculturalism and Technology-Enhanced Language Learning, 1–12. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch001.

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Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.
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"2. Australia’s Italian and Japanese." In Language Planning and Student Experiences, 40–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090051-005.

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Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.

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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.
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Enomoto, Kayoko, Richard Warner, and Julia Miller. "Enriching Australian Exchange Student Learning Experiences at Japanese Universities." In Inequalities in Study Abroad and Student Mobility, 56–70. Routledge, 2020. http://dx.doi.org/10.4324/9780367855130-6.

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Nishida, Yukiyo, Margaret Sims, and Kyoko Mukugi. "Changing worldviews: A comparative study of Australian and Japanese preservice teachers of early childhood education on study abroad programme." In International Student Education in Tertiary Settings, 60–81. Routledge, 2020. http://dx.doi.org/10.4324/9781003017608-4.

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Pernice, Raffaele, Tetsuya Yaguchi, and Keigo Kobayashi. "Blended and Transnational Higher Education in Architecture Schools." In Handbook of Research on Developments and Future Trends in Transnational Higher Education, 194–211. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5226-4.ch010.

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Abstract:
In this book chapter, authors will reflect on the challenges, advantages, and pitfalls of the blended teaching in 2 architectural design studios jointly organized by an Australian and a Japanese university, highlighting key considerations ranging from the variety of learning and teaching on campus and virtual practices, to the design of assessments and related feedback, and the use of various on-line communication and graphic platforms implemented for teaching and learning (Teams, Zoom, Miro, Concept-board). They will also give an account of the experience and direct involvement of both students and faculty during the lock-down, and how flexibility and adaptability to the use of new technologies on their parts has resulted in a valuable experience at least for what concerns international design studios cooperation. As is common practice in architectural schools, the 2 joint design studios focused on different scale of representation and design, exploring issues and characteristics from the territorial to local scales.
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"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-." In Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

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