Relevant bibliographies by topics / Students, Foreign Japan

Academic literature on the topic 'Students, Foreign Japan'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Students, Foreign Japan"

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Jitao, Wu. "The Problem of Foreign Students in Japan." Chinese Education 23, no. 2 (July 1990): 84–85. http://dx.doi.org/10.2753/ced1061-1932230284.

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Notehelfer, F. G., and Ardath W. Burks. "The Modernizers: Overseas Students, Foreign Employees, and Meiji Japan." Journal of Japanese Studies 12, no. 1 (1986): 204. http://dx.doi.org/10.2307/132461.

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Ryazantsev, S. V., T. K. Rostovskaya, and N. S. Ryazantsev. "Japanese Model of Attracting Foreign Youth in the Higher Education System." Education and science journal 22, no. 9 (November 10, 2020): 148–73. http://dx.doi.org/10.17853/1994-5639-2020-9-148-173.

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Introduction. National education and science systems are increasingly integrated into the international scientific and educational space in the context of increasing globalisation. The result of integration processes is an increase in the number of students in the world: if in the 1970s there were about 29 million people in the three-level education system, in 2000 – 100 million, in 2005 – 139 million, in 2010 – 181 million, in 2012 – 196 million. According to the UNESCO Institute for Statistics, the number of such students will grow to 263 million in 2025. In the Russian Federation, 283 000 foreign students (5% of the total number of students) were enrolled in the 2016 / 2017 academic year, and in the United States, about 1 million foreign students were enrolled in the 2014 / 2015 academic year. Given the trends of globalisation of education, Japan was forced to join the struggle for foreign students and the export of educational services. Negative demographic trends such as falling birth rates, an aging population, and a declining youth population are also stimulating the factors in the internationalisation of Japanese universities and the country’s increased participation in the global competition to attract young people to the national higher education system. The aim of the study was to identify the features of the functioning of the model of attracting foreign youth to the higher education system in Japan in the context of worsening problems of population aging and slowing economic growth. This situation is also partly relevant for Russian socio-economic and demographic development. Materials and methods. The article uses statistical data from a number of international organisations (UNESCO, OECD, IOM, World Bank), the Ministry of Education, Culture, Sports, Science and Technology of Japan, the Japan Foundation, and public and private universities in Japan. The sociological method was applied. The authors of the article conducted three focus groups on strategies and tools for attracting foreign students to Japan during a research trip in July 2019. Currently, the higher education system in Japan is one of the best not only in the Asia-Pacific region, but throughout the world. Japan has actually become one of the leaders in the world market for educational services; applicants from different countries seek to master the most in-demand specialties. Results. The study revealed that the system of attracting foreign students to Japanese universities is based on the concept of foreign migration policy, that is, on promoting the country’s geopolitical and economic interests in the AsiaPacific Region (APR). Japanese universities teach students from countries that are strategic partners of Japan: China, Vietnam, Nepal, South Korea, Thailand and Taiwan. An important element of the strategy for attracting foreigners is the work of universities, cultural and educational foundations that promote the Japanese language and culture outside of Japan. The Japanese higher education system, despite its historical traditionalism and conservatism, is gradually internationalising and opening up to the world through active access of universities to foreign educational markets and channels for attracting foreign students. Universities, as the main elements of the higher education system, have become the agents of Japan’s foreign policy, focused primarily on the Asia-Pacific countries and its strategic partners. Moreover, the partner countries were chosen not only based on the priorities of Japanese geopolitics and economy, but also on objective demographic indicators (young age structure, large population). The interaction with migration partner countries is supported by real steps on the part of the Japanese authorities: investment, trade, business and cultural contacts. The experience of Japan can be used in Russia to organise work to attract young people to study in higher education institutions from countries that are geopolitical partners, primarily in the former Soviet Union. Scientific novelty. The features of the functioning of the model of attracting foreign youth to the higher education system in Japan in the context of worsening problems of population aging and slowing economic growth are revealed. Practical significance lies in the possibility of further practical application of the results of the current research on the features of the Japanese model of attracting foreign youth to the higher education system.
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Soneta, Masumi, Akiko Kondo, Renaguli Abuliezi, and Aya Kimura. "International Students’ Experience With Health Care in Japan." SAGE Open 11, no. 2 (April 2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009211.

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The number of foreign residents and visitors in Japan is increasing, which necessitates culturally competent care in hospitals. This study aimed to describe the experience of international students who visited hospitals in Japan. In total, nine international graduate students in a medical university participated in semi-structured interviews in English. The interview contents were transcribed and analyzed using content analysis. While participants were satisfied with an efficient medical system and kind staff, they also had difficulty communicating with staff and receiving health care due to language and cultural differences. Participants desired Japanese health care staff speak English, as well as have English documents. The differences from their own countries were mainly medical fees, insurance, the medical system itself, and use of English to communicate with foreign patients. It is necessary to improve staff’s English skills, provide English documents, use multilanguage interpreter services, and explain Japanese hospitals’ medical system.
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Lynsey Mori. "UNgrading: Why rating students undermines learning (and what to do instead)." English as a Foreign Language International Journal 25, no. 6 (November 6, 2021): 67–69. http://dx.doi.org/10.56498/842562021.

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Nagai, Susumu. "Adjustment processes of foreign exchange high school students in Japan." Japanese journal of psychology 59, no. 1 (1988): 37–44. http://dx.doi.org/10.4992/jjpsy.59.37.

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OGISO, Yu. "Study of Two Key Problems for Foreign Students in Japan." Journal of Jsee 39, no. 2 (1991): 10–15. http://dx.doi.org/10.4307/jsee1953.39.2_10.

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ZHENG, Liang-An. "Graduate Schools and Foreign Students in Taiwan, U.S.A. and Japan." Journal of the Society of Mechanical Engineers 94, no. 875 (1991): 866. http://dx.doi.org/10.1299/jsmemag.94.875_866.

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Wang, Yidan, and Rong Zhang. "Awareness and Attitude towards Working in Japan-A Survey on Foreign Students in Japan." International Journal of Culture and History (EJournal) 3, no. 4 (2017): 263–69. http://dx.doi.org/10.18178/ijch.2017.3.4.110.

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Pradhana, Ngurah Indra. "Effect of Demographic Transition on The Needs of Foreign Workers in Japan." KIRYOKU 6, no. 1 (May 10, 2022): 27–31. http://dx.doi.org/10.14710/kiryoku.v6i1.27-31.

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This research is entitled, "The Effect of Demographic Transition on the Needs for Foreign Workers in Japan". The data from this study are from the distribution of questionnaires to students at Kobe Women's University-Japan and the results of interviews from a number of informants in Japan. From the distribution of the questionnaire, there were 70 data related to this research. Specifically, the purpose of this study is to answer the Japanese public's response to the need for foreign workers in Japan and the type of work that dominates foreign workers in Japan. This research will be studied from a socio-cultural point of view. The method used is an open questionnaire and a closed questionnaire with an advanced technique, namely interviews. The results of this study are that of the 70 informants, 60 people responded that Japan was being dominated by foreign workers and 10 more people said they did not agree with the statement. Regarding the dominant occupations carried out by foreign workers in Japan, among others, health workers for the elderly, manufacturing, shopkeepers who are open until late, and restaurants. The point is that it is a job field that is rarely liked by Japanese people and for foreign workers who do not use Japanese much while working. However, foreign workers who want to work in Japan should understand the culture and customs of Japanese society.
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Dissertations / Theses on the topic "Students, Foreign Japan"

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Maruyama, Masazumi. "Cross-cultural adaption and host environment : a study of international students in Japan /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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Ishikawa, Claudia, and クラウディア 石川. "Education-oriented Immigration in Japan and the Legacy of the ‘Plan to Accept 100,000 Foreign Students’." 名古屋大学留学生センター, 2006. http://hdl.handle.net/2237/15238.

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Atta, Takeshi. "Computer-based instruction in English as a foreign language for Japanese secondary students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1447.

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Kano, Noriko. "The Relationships of Text Structure and Signaling in the Foreign Language Reading of Female Junior College Students in Japan." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279288/.

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The effects of top-level text structure and signaling on the reading recall of Japanese female junior college students studying English as a foreign language were investigated in this study. One hundred thirty-two subjects were selected from a private female junior college in Tokyo. The students were divided into three groups—high, average, and low reading comprehension levels—based on the results of the Test of Reading Comprehension. The instrument used to measure students' recall ability was developed from expository passages taken from a biology textbook. The passages were rearranged to show identifiable top-level structure, collection of description, causation, problem/solution, or comparison. Each passage was divided into two versions: a with-signaling version, in which top-level structure was explicitly stated by signaling words or phrases, and a without-signaling version, where signaling words or phrases were omitted. After the students were stratified on reading comprehension, they were assigned to eight different versions of text—two of each of the four top-level text structures, one with- and one without-signaling. In the recall test, students were instructed to read the text and to remember as much as they could.
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Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.

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Apple, Matthew Thomas. "The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127286.

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CITE/Language Arts
Ed.D.
This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four research questions were investigated concerning the validity of the Big Five for a Japanese university sample, the composition of Foreign Language Classroom Speaking Confidence, the degree to which the Big Five influenced Foreign Language Classroom Speaking Confidence, and the degree to which perceptions of classroom climate affect Foreign Language Classroom Speaking Confidence. The first stage of the research involved three pilot studies that led to the revision of the Big Five Factor Marker questionnaire and the creation of a new instrument for measuring foreign language classroom speaking confidence that included both cognitive and social factors as theorized in mainstream social anxiety research. The second stage of the research involved the collection and analysis of data from 1,081 participants studying English in 12 universities throughout Japan. Data were analyzed using a triangulation of Rasch analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in order to verify the construct validity of the eleven hypothesized constructs. Following validation of the measurement model, the latent variables were placed into a structural regression model, which was tested by using half of the data set as a calibration sample and confirmed by using the second half of the data set as a validation sample. The results of the study indicated the following: (a) four of the five hypothesized Big Five personality traits were valid for the Japanese sample; (b) Foreign Language Classroom Speaking Confidence comprised three measurement variables, Foreign Language Classroom Speaking Anxiety, Perceived Foreign Language Speaking Self-Competence, and Desire to Speak English; (c) Emotional Stability and Imagination directly influenced Foreign Language Classroom Speaking Confidence, and; (d) Current English Classroom Perception and Perceived Social Value of Speaking English directly influenced Foreign Language Classroom Speaking Confidence. The findings thus demonstrated a link between personality, positive classroom atmosphere, and foreign language classroom speaking confidence. The implications of the findings included the possibility that foreign language anxiety is not situation-specific as theorized, and that improved social relations within the foreign language classroom might help reduce speaking anxiety.
Temple University--Theses
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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Pinillos, Matsuda Derek Kenji. "The doctrine of the educational policies for foreign students in Japan: A comparison between Australian and French educational policies for children of immigrants." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123968.

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In this article, readers are going to see how foreigners’ children have been treated in the Japanese educational system. Until now, Japan does not have a specific principle idea in their policies; therefore, those are not stable and concrete. In order to investigate how national policies and its doctrine are important in the educational system, this article has examined Australia as a nation introducing the principles of multiculturalism and France as a nation introducing the republicanism in their integrated politics by doing a literature research. The literature that was used in this paper include the policies and critical papers written by experts that has allow us to analyze the pros and cons of their policies. As a result, the Japanese government is urged to create a concrete policy that would support foreign students to better adapt to the society and become a productive human resource to improve the country’s wellbeing.
Este artículo examinó la situación actual y pasada de los hijos de extranjeros insertos en el sistema educativo japonés. Hasta ahora, Japón no tiene una idea concreta en sus políticas y es por eso que se puede afirmar que este sistema presenta algunas deficiencias/problemas que pueden ser mejorados. Con el objetivo de ver cómo los principios de las políticas nacionales afectan a la educación, en este artículo se han presentado los ejemplos de Australia, como una nación llevando los principios del multiculturalismo y a Francia, como ejemplo de una nación llevando los principios del republicanismo y sus políticas para la integración de sus ciudadanos. La literatura utilizada en este trabajo incluye las políticas y documentos críticos escritos por expertos, los cuales fueron de gran ayuda para poder analizar los pros y contras de las políticas de los distintos países estudiados.Como resultado, el gobierno japonés va a necesitar una política concreta para apoyar a los estudiantes extranjeros a adaptarse a la sociedad y convertirse en un recurso humano productivo para mejorar el país.
Neste artigo, pode-se verificar como os filhos de estrangeiros têm sido tratados dentro do sistema educacional japonês. Até o momento, o Japão não tem uma política de inclusão bem definida e, consequentemente, seu sistema não está bem estabelecido. Como medida para avaliar a influência dos princípios das políticas nacionais na educação, neste trabalho, foram apresentados exemplos de outros países. Através de uma investigação da literatura, foram estudados os seguintes países, a Austrália, uma nação que cultiva os princípios do multiculturalismo, e a França, levando os princípios do republicanismo e suas políticas de integração dos cidadãos. Esta revisão foi baseada nos princípios e nos respectivos documentos analíticos escritos por especialistas com o objetivo de avaliar as vantagens e desvantagens da política de integração desenvolvida nos países anteriormente mencionados. Em vista disso, sugere-se ao governo japonês a adoção de uma política concreta de apoio aos estudantes estrangeiros a fim de facilitar sua adaptação a sociedade, resultando na formação de recurso humano qualificado e produtivo, contribuindo para o desenvolvimento do país.
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Mason, Thomas J. Jr. "An Analysis of the Decline in Long-Term Study Abroad Participation Among Students at Elite U.S. Universities, with a Focus on Japan." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556805857911929.

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Books on the topic "Students, Foreign Japan"

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W, Burks Ardath, ed. The Modernizers: Overseas students, foreign employees, and Meiji Japan. Boulder, Colo: Westview Press, 1985.

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OECD/Japan Seminar on Higher Education and the Flow of Foreign Students (1988 Hiroshima-shi, Japan). Foreign students and internationalization of higher education: Proceedings of OECD/Japan Seminar on Higher Education and the Flow of Foreign Students. Hiroshima, Japan: Research Institute for Higher Education, Hiroshima University, 1989.

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Castro-Vázquez, Genaro. Language, education and citizenship in Japan. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Inside the torii gate: The journal of an exchange student in Japan. Toronto, Ont: Beresford Press, 1999.

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Labor migration from China to Japan: International students, transnational migrants. New York, NY: Routledge, 2011.

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Renmei, Chūbu Sangyō. Chūbu chiiki ni okeru ryūgakusei no kyaria dezain shien puroguramu: Hōkokusho : Heisei 20-nendo Ajia jinzai shikin kōsō kōdo jissen ryūgakusei ikusei jigyō = Design your future in central Japan. [Tokyo]: Keizai Sangyōshō, 2009.

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Śatābdī pūrva Jāpānamā adhyayana garne agraja Nepālī vidhyārthīharū =: Pioneer Nepali students in Japan a century ago. Kathmandu: Mandala Book Point, 2002.

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Mashiko, Ellen E. Japan: A study of the educational system of Japan and a guide to the academic placement of students in educational institutions of the United States. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1989.

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Da chao yong dong: Gai ge kai fang yu liu xue Riben = Surging tide : study in Japan during the period of reform and the opening-up. Beijing: She hui ke xue wen xian chu ban she, 2010.

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Allen, Caron. A homestay in Japan: Intermediate reader for students of Japanese = Nihon to no deai. Berkeley, Calif: Stone Bridge Press, 1992.

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Book chapters on the topic "Students, Foreign Japan"

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McCarty, Steve. "Social Networking Behind Student Lines in Japan." In Social Computing, 1259–79. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch080.

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In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target language community through a supplementary online dimension. The social networking site (SNS), Mixi, was selected because it is familiar to most college students in Japan. The Mixi Japanese language interface is illustrated in this chapter, describing functions possibly applicable to education. A You- Tube video that introduces Mixi in English, made in authentic collaboration with students, is also referenced as a representative CALL 2.0 classroom activity. More importantly, joining Mixi presented an opportunity to go behind the lines into student territory. Teachers and students, whether foreign or Japanese, customarily maintain their social distance in terms of separate affiliations. Social networking with Japanese students further involves issues of online technological proficiency, biliteracy, and the necessity of an invitation. The author negotiated with three 2007-08 classes on networking through Mixi, with varying outcomes extending beyond the classroom and the school year. Metaphors of lines and perspectives including “technoscapes” (Appadurai, 1990) are proposed to interpret the results, but Japanese socioculture may be most salient to account for the particulars. Student attitudes are probed as to a possible ambivalence in valuing their free expression in Mixi versus the integrative motivation of social involvement with a teacher. One prediction was that results would differ as to whether or not a teacher was welcome in a student community depending on how students were approached for an invitation. Social networking is proposed as a Web 2.0 educational approach that is authentic, collaborative, and immersive in cutting through power hierarchies and positively blurring the distinction between the classroom and the real life of students and teachers, which nowadays includes a virtual dimension.
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McCarty, Steve. "Social Networking Behind Student Lines in Japan." In Handbook of Research on Web 2.0 and Second Language Learning, 181–201. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-190-2.ch010.

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In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target language community through a supplementary online dimension. The social networking site (SNS), Mixi, was selected because it is familiar to most college students in Japan. The Mixi Japanese language interface is illustrated in this chapter, describing functions possibly applicable to education. A YouTube video that introduces Mixi in English, made in authentic collaboration with students, is also referenced as a representative CALL 2.0 classroom activity. More importantly, joining Mixi presented an opportunity to go behind the lines into student territory. Teachers and students, whether foreign or Japanese, customarily maintain their social distance in terms of separate affiliations. Social networking with Japanese students further involves issues of online technological proficiency, biliteracy, and the necessity of an invitation. The author negotiated with three 2007-08 classes on networking through Mixi, with varying outcomes extending beyond the classroom and the school year. Metaphors of lines and perspectives including “technoscapes” (Appadurai, 1990) are proposed to interpret the results, but Japanese socioculture may be most salient to account for the particulars. Student attitudes are probed as to a possible ambivalence in valuing their free expression in Mixi versus the integrative motivation of social involvement with a teacher. One prediction was that results would differ as to whether or not a teacher was welcome in a student community depending on how students were approached for an invitation. Social networking is proposed as a Web 2.0 educational approach that is authentic, collaborative, and immersive in cutting through power hierarchies and positively blurring the distinction between the classroom and the real life of students and teachers, which nowadays includes a virtual dimension.
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Sugino, Toshiko. "Raising Awareness of Language Minorities in Japan." In Indigenous Language Acquisition, Maintenance, and Loss and Current Language Policies, 265–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2959-1.ch012.

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Understanding how power functions in relation to teaching and learning languages can provide a clearer picture of language learning. As majorities can control minorities culturally and politically, minorities often suffer language discrimination. Although Japan now has the highest number of foreign residents, it still has a relatively high degree of homogeneity, and most college students have little understanding of them. More surprisingly, they often know even less about Japan's often-overlooked minorities, such as the Ainu and Okinawans. The author demonstrates how to deploy EFL classes to raise students' awareness by using self-made teaching materials and tailored writing assignments within the framework of Exploratory Practice (EP). Drawing on these methodologies, current research on language minorities is used to support a pedagogy that builds cultural awareness by giving majority-language students an opportunity to learn about minorities even when the students' English abilities are limited, as in the case of general EFL courses.
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MacLean, George R., and James A. Elwood. "Factors in the Usage of Mobile Phones in Japanese University EFL Classrooms." In Cases on E-Learning Management, 118–44. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1933-3.ch006.

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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.
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Abimibayo Adeoya, Akindele, Adewale Olugbemiga Adeleye, and Shinichi Egawa. "Psychological Factors as Predictor of Sport Participation among Japanese and Foreign Students in Sendai, Japan." In Sport Psychology in Sports, Exercise and Physical Activity [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99244.

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Sports play a functional role in human development. Regular sport participation has beneficial effects on physical, psychological and social wellbeing. It has positive effects on prevention and treatment of non-communicable diseases, physical appearance, enhance self-concept and external prestige, lower rates of suicidal ideation, reduce use of fossil fuels, and substantially increase life expectancy. The advent and excessive use of technology, academic workload coupled with the incidence of COVID-19, students become content with engaging more in sedentary activities. This chapter examined the psychological factors predicting sport participation among Japanese and foreign students in Sendai, Japan. The common choice of recreational sports are sedentary activities with a high level of performance in terms of frequency, intensity, duration and long period of participation. Psychological factors of self-confidence, value, task familiarity, perceived success significantly predicts sport participation among university students. Therefore, there is need for increased awareness on benefit of sport participation within the university. Improved reconciliation between academic and physical education programs, and development of attractive recreational sports considering the psychological process that leads to participation. To allay concerns during pandemic, self-organized, non-contact and outdoor sports should be encouraged with adequate preventive measures in place.
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Ikuta, Shigeru, Saki Nagano, Eri Tanaka Sato, Mikiko Kasai, Takahide Ezoe, Kyoko Mori, and Chikako Kaneko. "Original Teaching Materials and School Activities With E-Books Containing Media Overlays." In Handmade Teaching Materials for Students With Disabilities, 76–110. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6240-5.ch004.

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Original e-book teaching materials containing media overlays were created for use in teaching students with reading disabilities. FUSEe developed by FUSE network, Japan was used to create EPUB 3 e-books, where an audio was replayed with synchronized highlighting of the corresponding text. SMIL language or JavaScript package for iOS, ibooks.js was used to replay the audio reproduction. These EPUB 3 e-books were read effectively with an EPUB 3 reader (for example, iBooks for iOS, and Sony and Kobo Readers for Android). E-books created with special needs school, general school, and Japanese Foreign Language Institute schoolteachers were implemented at many schools for students with reading disabilities and dyslexia. Some assessments of the reading activities were performed to clarify the e-books containing media overlays. Basic information regarding the creation of these e-books and their use in schools is presented in this chapter.
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Ishikawa, Yasushige, Reiko Akahane-Yamada, Craig Smith, Masayuki Murakami, Mutsumi Kondo, Misato Kitamura, Yasushi Tsubota, and Masatake Dantsuji. "A Flipped Learning Approach to University EFL Courses." In Advanced Methodologies and Technologies in Modern Education Delivery, 572–84. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch045.

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This chapter reports on a research project in a university English as Foreign Language program in Japan that explored ways to sustain active participation in e-learning tasks that were intended to improve students' scores on the Test of English for International Communication (TOEIC). A flipped learning (FL) approach to a blended learning (BL) teaching methodology was adopted. A web-based courseware, ATR CALL BRIX was used. The students used mobile devices to access the courseware before class in order to prepare for in-class teacher-student analysis of their performance on the learning tasks. The teaching methodology integrated the online and in-class tasks in a single learning environment by means of an e-mentoring system used in conjunction with an in-class student self-evaluation task.
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Goda, Yoshiko, and Masanori Yamada. "Application of CoI to Design CSCL for EFL Online Asynchronous Discussion." In Educational Communities of Inquiry, 295–316. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch014.

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This chapter provides suggestions on how to apply the Community of Inquiry (CoI) framework to design computer-supported collaborative learning (CSCL) for English as foreign language (EFL) learning. Online asynchronous discussion was the focus. A case study (five discussion activities with 42 students at a university in Japan) was used to investigate the relationships between a CoI and (1) EFL learners’ participation level, (2) their satisfaction with online discussion, (3) their perceived contributions to the discussion groups, (4) English proficiency as a foreign language, and (5) their interactions during the discussion. Suggestions were developed based on the study results: (1) students must be supported to establish open communication of social presence (SP) for productive participation, (2) teaching presence (TP) and cognitive presence (CP) indicated students’ satisfaction, (3) the design and organization of TP and the open communication of SP should be considered for student contributions to a learning community, (4) The CSCL activities may provide opportunities to practice English for all level students, and (5) students need help to establish SP first and then shift their focus to academic purposes. The results and discussion lead to the importance of the careful design of CSCL, including problem identification for assigned activities.
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Nemchinova, Tamara S., and Anton A. Muzalev. "Export of education: comparative analysis of Russian and Turkish practices in the post-soviet space." In DIGEST OF WORLD POLITICS. ANNUAL REVIEW. VOLUME 10, 484–506. St. Petersburg State University, 2020. http://dx.doi.org/10.21638/11701/26868318.32.

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The article assesses the export potential of Russian and Turkish universities. The influx of foreign citizens to study at universities is the most important quality criterion for the country’s higher education system. It is also an indicator of the country’s integration into the world community and a major export item. The leaders in the number of students from other countries have traditionally been the United States, Great Britain, France, the USSR, and Germany. At the turn of XX — XXI centuries. a significant increase in foreign students is observed in Australia, Japan, China. Other countries are also taking steps to improve the national higher education system and, accordingly, increase the number of foreign students. But attempts to penetrate the world market of educational services are significantly complicated, the market is already thoroughly divided, and the states that have long been entrenched in it are not going to allow new players to enter it. This process is also taking place in Turkey, which is one of the fastest growing economies in the world.
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Healy, Sandra. "Community, Connections and Innovation in Emergency Remote Teaching and Learning." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 141–68. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836306.

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The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.
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Conference papers on the topic "Students, Foreign Japan"

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Hautasaari, Ari, Naomi Yamashita, and Takashi Kudo. "Role of CMC in Emotional Support for Depressed Foreign Students in Japan." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3053197.

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Morrone, Michelle Henault, and Yumi Matsuyama. "A CALL FOR DIVERSITY TRAINING FOR CHILDREN IN JAPAN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end054.

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"Growing diversity in Japan's population has not been matched by changes in attitudes regarding ""difference."" The old notion of racial and cultural homogeneity still holds sway in Japan, especially within the official education system. This has led to a disconnect between classroom realities and government policies which do little to address the changing needs of an increasingly diverse student body. For historical reasons, and as a result of more recent demographic trends, there are now large numbers of Koreans, Brazilians, South Asians and other foreign nationals in Japan. Many of these foreign residents have children attending Japanese public schools that were never intended to educate anyone but Japanese students. Moreover, marginalized groups such as members of the LGBTQ and special needs communities are gaining an increasing presence both in public awareness and within the public school system. Despite these changes, changes that are only accelerating, the official school system has done little to foster changes in attitude toward people who are different from the idealized norm. In addition, studies show that these sorts of attitudes can become fixed at a very early age, effectively at the preschool level. This has led us to produce a children’s book intended to serve as a form of diversity training for young children. In this way we hope to encourage more open and accepting attitudes among those who will grow up in an ever more diverse Japan."
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Cowie, Neil, and Keiko Sakui. "Making engaging online videos: What can higher education teachers learn from YouTubers?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0105.

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Videos are an indispensable part of most online courses and are a key device for teachers to develop a personal link with their learners. There are a number of technical principles which can guide teachers to make videos that will best enhance learning and engagement. However, not many teachers have expertise in creating videos and it is not always clear how students perceive the educational value of such videos. In this preliminary study, the authors, who are both English as a Foreign Language teachers at university in Japan, shared clips from popular YouTube language teachers with student participants in order to find out what features of the videos were most appealing. Results show a number of principles to follow especially concerning voice speed, clarity and friendliness. But above all teachers need to show an authenticity and passion about their subject.
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Iino, Kenji, and Masayuki Nakao. "Design Creativity Education in an International Engineering Class." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86014.

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Conventional engineering education in Japan encourages students to widen knowledge built upon work and research by our predecessors. Such education has been effective in producing design improvement for higher efficiency and performance, however, not so in coming up with innovative ideas. Building products from within common knowledge cannot surpass the consumer expectation. We earlier reported about our collaboration between mechanical and industrial engineering educators in finding similarities and differences in the designers’ approaches in the two fields. Industrial designers, like mechanical designers, strive to meet the voice of customer (VOC) by dividing and conquering functional requirements. They also, unlike mechanical engineers, place the starting point of new designs outside the knowledge domain in efforts to define products that surpass consumer expectations. We call the starting point a discomforting seed. This paper reports our experience in educating foreign and native graduate students in mechanical engineering to have them recognize the discomforting seeds.
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Chapple, Julian. "A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.

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"Although Japan has not traditionally been considered a multicultural nation or possesses anything resembling an open immigration policy, it is rapidly becoming more and more diverse. Events like modifications to the nation’s immigration regulations in April 2019 and the recent proposed scrapping of the 5-year term limits on accepted “temporary” foreign workers (Category 1 Specified Skilled Workers) have ostensibly led to a quiet opening to unskilled foreign workers for the first time in the nation’s modern history. While Japan’s hand may have been reluctantly forced by serious labour force shortages in many sectors of the economy, it is undoubtedly the beginning of the creation of an even more ‘multicultural Japan’; providing further impetus to the pressing challenge of creating a society where diverse peoples can live together in harmony. Yet, despite these changes and the obvious implications they have for the future, very little consideration has been given to allowing for - and accommodating - greater diversity into the nation’s schools. There is a great risk that without preparation now, the already emerging signs of distress in the education sector (language problems, truancy, drop-out rates, bullying, etc.) will only escalate. In other words, in order for Japan to prepare to accept even a modest increase in the number of newcomers, teachers and education officials need to undertake greater training to enable them to understand and assist in the successful integration of future migrant children. Based on interviews, literature and a review of the recent educational situation in the light of these changes, this paper aims to ascertain whether greater inclusivity training is required, and if so, what it should entail. To allow for greater support of non-Japanese students into Japan’s education system, it concludes with a tentative proposal for what future educational training courses should consider, how they could be incorporated into teacher training curricula and the overall potential benefits for society in general."
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