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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HIGUCHI, YASUHIKO. "Effect of Foreign Students' Personality Traits on Their Adjustment in Japan." JAPANESE JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 37, no. 2 (1997): 150–64. http://dx.doi.org/10.2130/jjesp.37.150.
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Yamamura, Shigeo, Eiko Inoue, Junko Miyazawa, Kayoko Yuyama, Tomoko Terajima, and Atsushi Mitsumoto. "International Understanding among Nursing and Pharmacy Students in Japan." Education Sciences 10, no. 9 (September 17, 2020): 253. http://dx.doi.org/10.3390/educsci10090253.
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The purpose of this research is to establish a model for assessing interest in international understanding among nursing and pharmacy students in Japan. The study design was a cross-sectional survey of nursing and pharmacy students in their first to fourth years at Josai International University. The International Understanding Scale (IUS2000), consisting of four domains (respect for human rights, understanding international culture, awareness of world solidarity, and understanding foreign languages) with 27 items, was used. A path analysis and confirmatory factor analysis were used to model international understanding. The model of international understanding of nursing and pharmacy students was established as the second-order four-factor mode. The international understanding of nursing and pharmacy students was mainly composed of respect for human rights and awareness of world solidarity and was less affected by understanding foreign languages. Nursing students in our study had a higher international understanding than pharmacy students. International understanding was considered relevant to students’ learning about the importance of interprofessional collaboration as well as their interests in global learning environments for healthcare professionals. The relationship between international understanding and future progress in healthcare performance needs to be studied to show the importance of international understanding education.
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NAMAI, KENICHI. "SOME LINGUISTIC SUGGESTIONS IN CONDUCTING MALAY LANGUAGE CLASSES." MALIM: JURNAL PENGAJIAN UMUM ASIA TENGGARA (SEA JOURNAL OF GENERAL STUDIES) 22, no. 1 (November 20, 2021): 104–17. http://dx.doi.org/10.17576/malim-2021-2201-08.
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Despite some skeptics, most foreign language teachers, especially those of English as a Foreign Language (EFL)/English as a Second Language (ESL), advocate Communicative Language Teaching (CLT) and have long been conducting student-centered communicative activities in their classrooms. This paper argues that CLT is generally ineffective in teaching quiet students and students with little motivation. In the context of teaching Malay as a foreign language, it introduces an alternative teaching approach that requires teacher-centered drill activities, which have been shown effective in EFL teaching in Japan, a country known for its typically quiet students, most of whom do not see a point in acquiring any practical skills of English. The paper demonstrates the necessity of explaining basic syntactic rules, some of which tend to be taken for granted, that are crucial in helping students of Malay develop a systematic grammar of their target language. Keywords: English education; Communicative language teaching; Japan; Grammar
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Lagones, Jakeline. "Academic and Daily Life Satisfaction of Monbukagakusho Scholarship Students in Japan: The Case of Peruvian as International Students in Japan." Asian Social Science 15, no. 9 (August 30, 2019): 53. http://dx.doi.org/10.5539/ass.v15n9p53.
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As the birth rate in Japan continues to decline, there is a growing need to ensure the availability of highly qualified foreign professionals. In order to attract more international students, it is necessary to understand the variables from the academic and daily life that international students face in Japan. This study shows the variables that influence academic satisfaction, daily life satisfaction and the relationship between these variables for Peruvian students serving as Monbukagakusho scholars in Japan. This study also describes the Monbukakusho scholars experience in their academic and daily life in Japan, which has a unique culture. Mix methodology was used in this study. The quantitative model based on individual data taken from a survey administered to Peruvian Monbukagakusho students, who were studying or are continuing their studies in Japan. The results show that the dependent variables and academic satisfaction are significantly related to language difficulties. Regarding the second dependent variable of, daily life satisfaction, we find a significant relationship between those who choose to study in Japan for cultural reasons and those, who study in shared laboratories and the type of scholarship received. Economic factors such as financial scholarship values are not related to dependent variables. A qualitative design of grounded theory was used as a framework to explore the experiences of Monbukagakusho students’ definition of academic and daily life satisfaction in Japan. Five relevant Japanese codes stand out from the interviews; cohai-sempai, tatemae, honne, omoiyari and aisowarai.
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Carpenter, James. "EFL Education for the Visually Impaired in Japan: Data from Five Interviews." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 57–78. http://dx.doi.org/10.5294/laclil.2020.13.1.4.
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The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need.
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Nagai, Susumu. "Expectancies of foreign exchange senior high school students towards advisors in Japan." Japanese journal of psychology 61, no. 1 (1990): 51–55. http://dx.doi.org/10.4992/jjpsy.61.51.
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Khramova, Marina N., and Maria A. Shipilova. "THE POTENTIAL OF EDUCATIONAL MIGRATION FROM CHINA, VIETNAM AND JAPAN IN THE CONTEXT OF SOLVING THE DEMOGRAPHIC AND SOCIO-ECONOMIC PROBLEMS OF RUSSIA." SCIENTIFIC REVIEW. SERIES 2. HUMAN SCIENCES, no. 4-5 (2021): 15–30. http://dx.doi.org/10.26653/2076-4685-2021-4-5-02.
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In the modern world, educational migration is gaining in scale, and the list of countries attractive to foreign youth is also expanding. Leading universities, included in various rankings, implement many educational programs aimed at attracting foreign students. For Russia, increasing the number of foreign students in universities is one of the priority tasks set in the National Education Project. In this work, based on data from the Ministry of Science and Higher Education of the Russian Federation, as well as data from Rosstat, we analyze the dynamics of the number of foreign students from a number of Asian countries in Russian universities. It is shown that over the past ten years, the number of foreign students studying in Russia for undergraduate and graduate programs has doubled. This became possible both thanks to the active work of universities in positioning Russian educational programs, and thanks to a number of interstate agreements that allow foreign students to receive education in Russia for free. And, although the main potential for attracting foreign students is still concentrated in the CIS countries, Russia has good chances of increasing flows of educational migrants from the countries of the Asia-Pacific region, including China, Japan and Vietnam. We are formulating a number of proposals that can help increase the attractiveness of Russia for students from these countries.
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Petraroli, Irene, and Roger C. Baars. "Disaster preparedness communication and perception of foreign residents in Kansai, Japan: a socio-cultural study." April 2022 10.47389/37, No 2 (April 2022): 81–89. http://dx.doi.org/10.47389/37.2.81.
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There is a misconception that Japan is a monocultural and homogeneous country. The variety of social classes and the increasing rate of foreigners, repatriates and students living in Japan defies this assumption. However, disaster preparedness and communication strategies tend to simplify the problem of multicultural communication in disaster as a purely linguistic issue. This research examines the assumption by Japanese policymakers and media that all residents in the Japanese archipelago are equally equipped with the cultural background and basic knowledge of the ‘average Japanese’. The research questions were: ‘how do foreign residents living in Japan perceive disaster preparedness and communication strategies?’ and ‘what are the factors affecting their perceptions?’. Research findings suggest that the challenges faced by foreign residents go well beyond linguistic barriers and include cultural and social aspects that occur in their daily lives. This paper contributes to a better understanding of the perceived risks for foreign residents in Japan and suggests improvements in preparedness and communication strategies to minimise the vulnerabilities of communities in Japan.
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Petraroli, Irene, and Roger C. Baars. "Disaster preparedness communication and perception of foreign residents in Kansai, Japan: a socio-cultural study." April 2022 10.47389/37, No 2 (April 2022): 81–89. http://dx.doi.org/10.47389/37.281.
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There is a misconception that Japan is a monocultural and homogeneous country. The variety of social classes and the increasing rate of foreigners, repatriates and students living in Japan defies this assumption. However, disaster preparedness and communication strategies tend to simplify the problem of multicultural communication in disaster as a purely linguistic issue. This research examines the assumption by Japanese policymakers and media that all residents in the Japanese archipelago are equally equipped with the cultural background and basic knowledge of the ‘average Japanese’. The research questions were: ‘how do foreign residents living in Japan perceive disaster preparedness and communication strategies?’ and ‘what are the factors affecting their perceptions?’. Research findings suggest that the challenges faced by foreign residents go well beyond linguistic barriers and include cultural and social aspects that occur in their daily lives. This paper contributes to a better understanding of the perceived risks for foreign residents in Japan and suggests improvements in preparedness and communication strategies to minimise the vulnerabilities of communities in Japan.
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Sotnykov, Andrey, Tetiana Bogdanova, and Liudmyla Vasylchuk. "Bilateral Interpretation and Its Teaching Methods to Foreign Students." Arab World English Journal, no. 3 (November 15, 2020): 40–49. http://dx.doi.org/10.24093/awej/elt3.4.
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Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.
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GEVORGYAN, ANAHIT, and TATYANA BOGACHYOVA. "STUDYING AND OVERCOMING PROBLEMS IN THE INTERNATIONAL COMMUNICATION OF STUDENTS: THE EXPERIENCE OF THE AMERICAN AND ARMENIAN LEARNING ENVIRONMENT." Main Issues Of Pedagogy And Psychology 6, no. 3 (December 7, 2014): 51–56. http://dx.doi.org/10.24234/miopap.v6i3.145.
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This article is focused on the problem of culture shock in the context of international multicultural dialogue. The results of empirical studies in the educational space of Armenia and USA are shown. The respondents were students of American Universities from Japan, China, Korea, France and Russia; and foreign students and students of Diaspora of Armenian Universities.
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Zheng, G., M. Jimba, and S. Wakai. "Exploratory Study on Psychosocial Impact of the Severe Acute Respiratory Syndrome (SARS) Outbreak on Chinese Students Living in Japan." Asia Pacific Journal of Public Health 17, no. 2 (July 2005): 124–29. http://dx.doi.org/10.1177/101053950501700211.
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The aim of this study is to explore the impact of the 2003 SARS outbreak on Chinese students living in Japan. A cross-sectional study was conducted using a semi-structured questionnaire. The participants were recruited at multiple locations at the University of Tokyo, Japan. The results showed approximately 60% (96/161) of the respondents felt an impact of SARS on college life; they had experienced SARS-related fear, worry, depression as well as social discrimination and had taken SARS prevention measures for daily protection in Japan during the epidemic. The magnitude of the impact was associated with sociodemographic factors, including their age, specialty, area of previous residence in China and length of stay in Japan. The findings suggest that the SARS outbreak had a psychosocial impact on the Chinese students living in Japan, even though none of them had SARS. Social support tailored for these foreign students should be provided during such a disease outbreak. Asia Pac J Public Health 2005; 17(2): 124-129.
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Graham-Marr, Alastair. "Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom." Journal of Language and Cultural Education 3, no. 1 (January 1, 2015): 85–92. http://dx.doi.org/10.1515/jolace-2015-0008.
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Abstract Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.
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Kamolov, Bakhtiyor Kh, and Saodat U. Sulaymonova. "ANALYSIS OF FOREIGN SOURCES ON THE FORMATION OF ENVIRONMENTAL AWARENESS IN PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 18–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-07.
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The formation of a positive attitude to environmental awareness in the individual, the study of the population's demand for environmental knowledge is one of the most important issues of the leading countries today. The theoretical analysis shows that the following aspects are a priority in the practice of leading foreign countries in the field: In developed countries such as the United States, Great Britain, France, Finland, Norway, Japan, the issue of environmental education for children from primary school age is considered. Education is an effective tool in the fight against poverty, saving lives and improving the quality of life. In countries south of South Asia and the Sahara, three out of four students fail to reach 5 th grade. The low level of quality and efficiency in schools, which are unable to meet the needs of many students who are not mastering in the primary school, is causing problems in the world of education. The article focuses on the systematic analysis and teaching methods of subjects taught in primary school in developed countries, and recommendations for the application of modern methodological approaches in the lower grades of secondary schools in the country.
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.
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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.
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Válková Maciejewska, Monika. "Studenci z Korei, Japonii i Chin w Studium Języka i Kultury Polskiej dla Cudzoziemców Uniwersytetu im. Adama Mickiewicza (lata 2012/2013–2016/2017)." Poznańskie Studia Polonistyczne. Seria Językoznawcza 25, no. 1 (August 28, 2018): 291–300. http://dx.doi.org/10.14746/pspsj.2018.25.1.19.
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The paper regards students from Korea, Japan and China who have participated in the Polish language courses offered by the School of Polish Language and Culture for Foreign Students at Adam Mickiewicz University in Poznań. The author of the article focuses on the issue concerning the number of students of Asian origin in particular courses and shows how this situation has changed over the last five years (2012–2017).
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奴久妻, 駿介. "A Study of Foreign Students and Multiculturalism in Japan: Analysis of Materials from the“ Expert Committee on the Improvement of Education for Foreign Students”." Contemporary Sociological Studies 35 (May 31, 2022): 1–17. http://dx.doi.org/10.7129/hokkaidoshakai.35.1.
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Kinoshita, Hiroko. "Qualitative and quantitative elucidation of social transformation brought about by global movement in the Islamic world." Impact 2021, no. 2 (February 26, 2021): 96–98. http://dx.doi.org/10.21820/23987073.2021.2.96.
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As the world becomes more globalised and the global population continues to grow, travel across borders and continents is on the rise. Global movement is important for many reasons, including for religious events and to study abroad. Associate Professor Hiroko Kinoshita, International Student Center, Kyushu University, Japan, is using qualitative and quantitative methods to shed light on the social transformation brought about by global movement, with a focus on the Islamic world. One element of Kinoshita's work involves investigating the intellectual activity of people studying in a foreign country by looking at the social networks of international students before, during and after studying abroad. Another line of research targets Egyptian students in Japan and looks at being Muslim in non-Muslim country. Through interviews and conversations with students, Kinoshita is exploring difficulties they face in Japan and has discovered the importance of social networks. Additionally, Kinoshita set out to understand the intentions and needs of students in Saudi Arabia going abroad to study in Japan through a poll survey and discovered that despite a keen interest in studying abroad, respondents required only basic information.
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Tsukada, Noriko. "Who is Coming to Japan Under The New Status of Residence “Specified Skilled Care Workers”?" Innovation in Aging 5, Supplement_1 (December 1, 2021): 843. http://dx.doi.org/10.1093/geroni/igab046.3084.
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Abstract The Japanese government created a new status of residence called “Specified Skilled Workers” encompassing 14 job categories that have laborer shortages, including long-term care (LTC) workers on April 1, 2019. A survey of students (N=79) at a language institute in Manila, Philippines was conducted in February, 2020 to explore characteristics of future foreign LTC workers in Japan under this new status of residence and identify factors that may help facilitate worker retention. At the time of data collected, these students were studying both Japanese and LTC practices in order to pass skill evaluation tests to enter Japan. Students were asked their perceptions of long-term care, planned lengths of stay, concerns about staying in Japan, and future career plans. Preliminary analyses revealed that 67 (88%) were single, 74(93.7%) had graduated from universities, and a half of them had a nursing background. Most students (93.7%) showed interest in an extended stay in Japan, with some interested in taking the national certified care worker examination which permits extended work in Japan. The most cited concern about being in Japan was “weather, climate and typhoons” (28.1%), followed by “language proficiency” and “living expenses” (21.9%) respectively. As Japan has limited immigration policies but a large need for LTC workers, it is imperative to understand how to attract and retain foreigners who obtain the Specified Skilled Worker status. This includes addressing both work-related and living-related concerns and needs.
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IKOHAGI, Toshiaki. "Japanese Industry and Engineering Education as seen by Foreign Professionals and Students in Japan." Journal of the Society of Mechanical Engineers 101, no. 951 (1998): 87. http://dx.doi.org/10.1299/jsmemag.101.951_87.
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Rustemova, Aktolkyn, Serik Meirmanov, Akito Okada, Zhanar Ashinova, and Kamshat Rustem. "The Academic Mobility of Students from Kazakhstan to Japan: Problems and Prospects." Social Sciences 9, no. 8 (August 13, 2020): 143. http://dx.doi.org/10.3390/socsci9080143.
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Background: Despite the internationalization of higher education (IoHE) in Kazakhstan and it being among the top 15 countries sending students abroad, the level of student mobility between Kazakhstan and Japan and factors influencing it have not been well analyzed. Aim: The purpose of this study was to explore outgoing student mobility from Kazakhstan to Japan and the reasons underlining this situation. Methods: A descriptive study, involving a literature review and an analysis of data from the two largest universities in Kazakhstan together with those from the Bolashak international scholarship scheme, was performed. Results: The analysis suggested that outgoing student mobility from Kazakhstan to Japan remains at a stable but low level. The mobility of students is mainly a matter of the initiative of universities or the students themselves. The main reasons are the dependence of the policy of the IoHE on the foreign policy of Kazakhstan; the low level of pull factors for students such as affordability, recommendations from acquaintances, or lack of awareness about the country; and absence of a supportive legislative basis for the development of cooperation on higher education between the two countries. Conclusion: Given the areas of common interest economically and politically between Kazakhstan and Japan, there is potential for significantly more student mobility than there is at present.
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Horiguchi, Daiki. "Русский язык в первом семестре 2022 учебного года в Японии." Studia Rossica Gedanensia, no. 9 (December 31, 2022): 117–29. http://dx.doi.org/10.26881/srg.2022.9.06.
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The Russian language in the first semester of the 2022 academic year in Japan This article analyzes the results of a survey carried out among Japanese students who start and continue to learn Russian alongside their majors at the Kyoto University. Due to the Russian invasion of Ukraine which started on February 24th, 2022, Russian as a foreign language has been experiencing new challenges. In Japan, the academic year begins in April. Thus, the first semester (April through July) shows in the real time what the students think of learning the Russian language. Some students explain their choice of Russian with a great degree of attention paid to Russia in the media. Most students agree that learning a language broadens their worldview. Compared with the beginning of the semester, more students state their concerns regarding the stigmatization of the Russian language and its learners themselves. For Russian language teachers, revisiting the philosophy of their work is a vital task to reduce the students’ anxiety.
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Kharel, Dipesh. "Student migration from Nepal to Japan: Factors behind the steep rise." Asian and Pacific Migration Journal 31, no. 1 (March 2022): 26–51. http://dx.doi.org/10.1177/01171968221085766.
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Nepali student migration to Japan is a relatively new phenomenon, but one that has accelerated in recent years. The number of Nepali students increased from fewer than 1,000 in 2008 to over 29,000 in 2019, making them the third largest foreign student community in Japan. They migrate despite the exorbitant cost, with each student migrant usually paying 1.4 million Nepali rupees (USD 14,000) to a Japanese language institute (JLI) in Japan through an international educational consultancy (IEC) in Nepal to enter Japan on a student visa. Based on my ethnographic fieldwork in Japan and Nepal conducted from 2013 to 2019, this article examines the role of JLIs in Japan and IECs in Nepal in channeling students from Nepal to Japan. The paper shows the relationship among JLIs, IECs, student migrants and both states, and displays how push and pull factors operate between Japan and Nepal. The article shows the interconnection between the JLIs’ and IECs’ migration businesses and Japan’s side door policy for bringing in unskilled labor. The different actors do not compete with one another but are mutual beneficiaries, a reality that challenges the existing literature on the relationship between the states and the migration industry in both countries.
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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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Okada, Reiko. "Conflict between Critical Thinking and Cultural Values: Difficulty Asking Questions and Expressing Opinions in Japan." Asian Education Studies 2, no. 1 (December 9, 2016): 91. http://dx.doi.org/10.20849/aes.v2i1.122.
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While the ability to think for oneself is essential in this rapidly changing world, it has not been encouraged in Japan’s traditional social and therefore its educational culture. Although the government of Japan has issued policies to engage students in independent thinking for almost two decades, high school and university students’ responses to surveys about asking questions and expressing opinions in class suggest that students do not think deeply in the classroom. However, careful analysis of the students' responses could indicate that (1) students in Japan have difficulties expressing questions and ideas verbally because these activities do not agree with the values with which they have been raised, (2) students are not fully taught the different values reflected in these activities at school, and (3) very few Japanese teachers are able to teach values of which they have little direct experience themselves, nor can they encourage students to practice those activities. Evidence suggests that classes in English as a Foreign Language (EFL) offer the best opportunity for students to overcome these barriers and gain experience in asking questions and expressing opinions.
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Fayzullaev, Sh, G. Eshnazarova, and M. Marupova. "The use of advanced foreign experience in the development of preschool children." International Journal on Integrated Education 2, no. 5 (November 5, 2019): 159–61. http://dx.doi.org/10.31149/ijie.v2i5.161.
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The article discusses the preparation of qualified teachers for improving the system of pre-school education in our country, as well as the provision of institutions with the necessary materials, and the use of international best practices in the educational process. The requirements for pre-school education as well as all students are provided with information on inclusive education and the system of pre-school education in countries such as Korea, Japan and Germany.
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Mubah, A. Safril. "Japanese Public Diplomacy in Indonesia: The Role of Japanese Agencies in Academic Exchange Programs between Japan and Indonesia." Jurnal Global & Strategis 13, no. 1 (April 8, 2019): 37. http://dx.doi.org/10.20473/jgs.13.1.2019.37-50.
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Japan and Indonesia have developed mutual cooperation in academic exchange programs for the past three decades. Japan acknowledges that student interchange plays a significant role in promoting mutual understanding between Japan and foreign countries. Japanese government expects international students, either those who are still studying in Japan or those who have returned to their home countries, serve as a bridge between their countries and Japan. To achieve this goal, Japanese government employs some agencies to undertake academic exchange programs. In Indonesia, particularly, some Japanese agencies such as Japan Student Services Organization (JASSO), Japan Foundation, and Japan International Cooperation Center (JICE) have played important role in student exchanges. They have various programs to attract Indonesian students getting involved in academic exchanges. This paper describes these agencies’ role in academic exchange programs between Japan and Indonesia. Considering that the Japanese agencies work to promote Japan’s soft power through public diplomacy activities under transgovernmental networks model, I utilize concepts of public diplomacy and transgovernmental networks as a framework for analyzing the case. I argue that Japanese agencies have successfully served as Japanese public diplomacy agents by acting great role in advancing Japan’s soft power through academic exchange activities. However, some challenges appear in the way to achieve Japanese public diplomacy goal to create mutual understanding between Japanese and Indonesian people.
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Furumura, Yumiko, and Hsin-Chou Huang. "The effect of online exchanges via Skype on EFL learners’ achievements." EuroCALL Review 27, no. 2 (September 30, 2019): 13. http://dx.doi.org/10.4995/eurocall.2019.11128.
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<p>This study examined whether direct communication with people from other countries using Skype or Line would affect students’ English test scores in listening and reading as well as the development of their curiosity concerning foreign cultures by comparing the data of an experimental group with that of a control group. The former group conducted online exchanges with foreign students, while the latter group did not. As many Japanese companies engaged in international business require high scores in the TOEIC test, which is one of the multiple-choice English tests of listening and reading often used to show each person’s English proficiency, universities in Japan are making efforts to improve their students’ scores in such an English test. Preparation classes for English tests have been offered. However, students have been likely to lose interest in learning English in the circumstances of this learning style. Results of the study indicated that although the aim of exchange activities is to foster students’ curiosity concerning intercultural matters, students experiencing online exchange with skype significantly raised their scores in TOEIC tests in listening and reading after a programme of synchronous exchanges with foreign students, compared with ones who did not experience such online exchanges.</p>
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Shi, Ji. "Current Situation of Overseas Students in Japan^|^mdash;View of a Former Foreign Student^|^mdash;;." Materia Japan 51, no. 10 (2012): 473–74. http://dx.doi.org/10.2320/materia.51.473.
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Inada, Takako. "Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills." English Language Teaching 14, no. 3 (February 25, 2021): 32. http://dx.doi.org/10.5539/elt.v14n3p32.
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Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.
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Zhou, Min. "How Elite Chinese Students View Other Countries: Findings from a Survey in Three Top Beijing Universities." Journal of Current Chinese Affairs 47, no. 1 (January 2018): 167–88. http://dx.doi.org/10.1177/186810261804700106.
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This study examines Chinese university students' feelings towards foreign countries, using original high-quality survey data collected in 2014 at three top universities in Beijing. First, elite Chinese students' perceptions of specific countries are revealed. Being from top universities, these individuals will have great influence on China's future politics and international relations. It is thus important to gauge their perceptions of other countries. They generally feel warmly towards the European Union, Russia, and the United States, but harbour cold feelings towards Northeast Asian neighbours (Japan and the two Koreas). Second, this study finds that the effects of the socio-demographic and political factors underlying students' feelings differ greatly from country to country. I construct various social profiles of the students (dis)liking particular countries. Third, this study establishes a connection between nationalism and feelings towards particular countries. Chinese nationalism is not equally targeted at all other countries. While it elevates animosity mainly against Japan and the US, it promotes a closer rapport with North Korea and Russia.
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Lander, Bruce. "Lesson study at the foreign language university level in Japan." International Journal for Lesson and Learning Studies 4, no. 4 (October 12, 2015): 362–82. http://dx.doi.org/10.1108/ijlls-02-2015-0007.
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Purpose – The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan. Design/methodology/approach – This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed. Findings – The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period. Practical implications – This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique. Originality/value – This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.
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Kirillina, Kristina P. "Regional Component in Teaching Russian as a Foreign Language (Republic Sakha (Yakutia))." Proceedings of Southern Federal University. Philology 2021, no. 1 (March 30, 2021): 193–204. http://dx.doi.org/10.18522/1995-0640-2021-1-193-204.
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The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian language classes. It removes language difficulties, corrects the production of sounds, promotes the development of musical ear and motivation to learn the Russian language, relieve fatigue, and overcome the intercultural barrier. During the analysis of the main phonetic difficulties of students from China and South Korea, similar and distinctive features of the sound system of the native and Russian languages were highlighted, a system of training exercises was proposed that would interest students in pronunciation, practicing and correcting specific unpronounceable Russian sounds. Prospects for the study are the further use of the harbor in the classroom with students from countries such as Japan, Vietnam, India, Italy, Hungary, France, which have a similar musical instrument.
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Jung, YeonJoo, YouJin Kim, Hikyoung Lee, Robin Cathey, Julie Carver, and Stephen Skalicky. "Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms." Language Teaching Research 23, no. 3 (November 1, 2017): 287–309. http://dx.doi.org/10.1177/1362168817731910.
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Recently, second language (L2) instruction has benefitted from the development of instructional technology such as synchronous computer-mediated communication (SCMC). The present study was conducted to investigate learner perception of the effectiveness of SCMC interactions for L2 learning and building intercultural competence. Students ( n = 55) from three different universities in Korea, Japan, and Taiwan participated in a joint online class for one semester. The purpose of the class was to facilitate students’ development of linguistic and intercultural competence by interacting with peers from different cultures online. This study set out to examine the relation between learner perception and interactional features during group discussions. A range of data collection instruments were employed, including a questionnaire to track change in learner perception over time, interviews, and transcripts of interactions during each chat session. Results from linear mixed effect models suggest that among various interactional features, the following two variables were found to be significant predictors of positive attitudes towards SCMC: the amount of students’ attention to language and cultural issues during online discussion. Findings are discussed in light of developing effective SCMC-based language courses.
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Yamakawa, S., O. Razvina, M. Ito, H. Hibino, T. Someya, and T. Ushiki. "Medical exchange project for students and young doctors between Japan and Russia." Medical University 1, no. 1 (November 26, 2018): 32–39. http://dx.doi.org/10.2478/medu-2018-0005.
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Abstract For more than 25 years Niigata University School of Medicine has been organizing medical exchanges with universities of the Russian Far East and Siberia. This exchange has turned out to be mutually beneficial for both universities, giving motivation to medical students and young doctors to strive for knowledge of international medicine. “Program for priority placement of foreign students sponsored by Japanese government” and “Re-inventing Japan project” initiated by Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) were adopted in 2014, so it gave us a perfect opportunity to expand the existing program. In 2017, the MEXT approved the application of Niigata University together with Hokkaido University for «Program of Globalization in the field of university education (in cooperation with Russia), the creation of a platform for interaction”. We hope advances in the field of medicine and medical care achieved as a result of such unique cooperation between Japan and Russia will greatly contribute not only to the welfare of citizens of both countries, but also to the development of industry and economy. We would like to share experience gained by our university in the sphere of Japanese-Russian medical exchanges and educational programs, as well to describe the prospects for further development.
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Oishi, Nana. "Migration and competitiveness in science and engineering in Japan." Migration Letters 10, no. 2 (May 31, 2013): 228–44. http://dx.doi.org/10.33182/ml.v10i2.145.
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This article focuses on highly skilled migrants employed in science and engineering, especially the information and communication technology (ICT) sector. Despite the fact that Japan is the third largest economy in the world, and is known for cutting-edge science and technology, the percentage of foreign scientists and engineers employed in Japan is the lowest among major industrialized countries. Can Japan attract highly skilled professionals as global competition of talent grows more fierce and the population ages? The author concludes that Japanese corporations will have to introduce more global human resource practices such as diversity management policies and performance-based pay/promotion schemes, and that the government will have to further expand the new point system to provide more incentives for skilled foreigners to work in Japan. Improving Japanese universities’ research and education capacity would also be necessary to attract top-level international students who are prospective highly skilled workers.
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Shimo, Etsuko. "A historical analysis of modern Japan’s exclusively English-focused foreign language education policies." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 109–29. http://dx.doi.org/10.3828/ejlp.2022.7.
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This paper discusses foreign language education policies in the school system in the Meiji (1868-1912) and Taisho (1912-1926) eras in Japan. The country’s current exclusively English-focused policies in secondary school foreign language education were officially established with the enactment of the Middle School Teaching Rule Outline in 1881, in which English was listed as the only foreign language subject. German and French were added later, but their status was not as stable. In several policymaking-related meetings, such as the Upper-level Education Committee (1896-1913) and the Research Education Committee (1913-1917), exclusively English-focused foreign language education received criticism. However, the outcomes of meeting discussions always favoured English education. By examining discussions in the two committees and the Extraordinary Committee for Education (1917-1919), which succeeded those two, this paper notes that two factors contributed to the policy consequences: the purpose of foreign language education and the number of foreign languages for students to learn. The purpose of middle school education was prescribed as to provide male students with the most important higher-level general education and that of higher school education as to provide the complete achievement of higher-level general education. The purpose of foreign language education was not necessarily compatible with general education. Moreover, by adopting the One Foreign Language Principle, Japan’s foreign language education inescapably became almost entirely English-focused to the detriment of other languages. The paper concludes by examining the assumptions that Japan’s foreign language education policies have made about the Plural Foreign Language Principle.
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Sanina, S. P. "The problems of learning geography: overview of foreign studies." Современная зарубежная психология 8, no. 1 (2019): 17–27. http://dx.doi.org/10.17759/jmfp.2019080102.
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The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an integral course, and in primary school as a separate academic discipline. It is possible to develop spatial and systematic thinking in students and to shape their worldviews by means of a school course in geography. However, the current state of this school subject does not meet the expectations of educators and scientists. The analyzed studies demonstrate the drop of interest to learning geography, as it is thought to be difficult. Particular attention is paid to the analysis of possible difficulties that students with mild disabilities may confront with in the course of their study of geography. We describe how to cope with potential problems and describe the teaching methods which are the most efficient and effective in improving the quality of geographical education. All studies are of great importance for the practice of education, because geographically literate person is able to take care of our planet, appreciate it, live harmoniously in a closely interdependent world
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TSAUR, SHUN-CHERN. "The rediscovery of the holotype of Kotonisia kanoi Matsumura, 1938 with notes on Matsumura's type specimens of Fulgoroidea (Insecta: Hemiptera: Fulgoromorpha)." Zootaxa 2315, no. 1 (December 21, 2009): 66–68. http://dx.doi.org/10.11646/zootaxa.2315.1.7.
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Shonen Matsumura (1872–1960), the founder of entomology in Japan, is no doubt among the most influential and prolific entomologists. He produced a series of works, illustrated lists of the insects and described as many as 1200 new species. Unfortunately, most of the types he named and collected from Taiwan were brought to Japan in the late 1940s, and were hard to access by foreign students until relatively recently.Matsumura's type depositions contain brief descriptions and, sometimes, only female specimens were available for his types. This prevented sound revisionary work in Taiwan. In addition, Matsumura did not designate holotypes in his early works but simply indicated how many specimens he had.
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YEZHOVA, Olga Vladimirovna, Kalina Livianivna PASHKEVICH, and Natalia Vladimirovna MANOILENKO. "Comparative Analysis of Foreign Models of Fashion Education." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 2 (July 4, 2018): 88. http://dx.doi.org/10.18662/rrem/48.
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The aim of the article is to conduct a comparative systemic analysis of personnel preparation models in fashion education in the countries with successful design and sewing goods production. The comparative analysis of education models and trajectories of fashion education in the European Union, Ukraine, the USA, Canada, China and Japan has been presented in the article. It has been found out that the fashion-setting countries are stressing more on the creative and economical content constituents in education, while manufacturing countries are concentrating more on technical and technological content constituent of education. The future sewing specialist curricula include subjects of professional software support, business, along with a probation period (traineeship) at business enterprise. A well-developed international integration of future fashion specialists is directed at courses of academic mobility, ‘double diploma’, teaching international students, existence of foreign branches of modern fashion schools, and participation in international research projects.