First-year Japanese University Students Research Articles

ChatGPT as a Grammar Checker for Japanese English Language Learners: A Comparison with Grammarly and ProWritingAid

The introduction of ChatGPT by OpenAI in November 2022 has garnered much discussion and debate. The technology’s potential, which generates conversations in real-time using machine learning and natural language processing methods, has led to fears of job displacement (Lowrey, 2023) and student cheating (Mitchell, 2023; Cotton et al., 2023). However, the technology has not only brought fear, but also great expectations on the potential of the technology as a helpful educational aid (Ceres, 2023) and in expanding human potential (Hoffman, 2023). In this article, the use of ChatGPT is explored as a way to help students understand and improve their English grammar in comparison with Grammarly and ProWritingAid. A short text by a Japanese university is analyzed using Grammarly, ProWritingAid, and ChatGPT. The results found that, overall, ChatGPT provides the most helpful and best overall solution in helping Japanese English Language Learners (ELLs) with their grammar. Based on the results of the ChatGPT analysis, the application was introduced to first-year Japanese university students in a paragraph writing assignment. Questionnaire results on how students felt about the use of ChatGPT as a grammar-checker are presented.

Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic

Maintaining students’ learning engagement was a challenge in emergency online education during the pandemic. In this study, we investigated the predictors (social interaction) and outcomes (self-directed study) of engagement in online learning during the first and second years of the COVID-19 pandemic. First-year Japanese university students (N = 1167) enrolled in online classes during 2020 and 2021 responded to a questionnaire measuring perceived opportunities for social interaction during online classes, engagement with online learning, and extracurricular self-directed study time. Multi-group path analysis revealed that social interaction during online classes exhibited a positive indirect effect on self-directed study time through emotional and behavioral engagement with online learning. The positive indirect effect was significant in both the first and second years of the pandemic. The results suggest that increasing the number of opportunities for social interaction during online classes may exhibit spillover effects on learning outside the online classroom.

Enhancing and expanding intercultural learning through collaborative online international learning.

This study investigated first-year Japanese university students' perspectives of their intercultural learning from a collaborative online international learning (COIL) project with second-year university students in China. Drawing upon Deardorff's (2006) process model of intercultural competence, this pilot study used reflections and data from a questionnaire adapted from Ceo-DiFrancesco and Bender-Slack (2016) to monitor students' perspectives for intercultural attitudes (openness, curiosity, respect), intercultural knowledge (culture-specific information)), and motivation to learn English after participating in an eight-week-long virtual cross-cultural exchange. Following this eight-week virtual cross-cultural exchange with second-year university students in China, self-assessment from participants in Japan (n=39) revealed intercultural attitudes of valuing others, withholding judgment, and curiosity. Additionally, the students described the importance and enjoyment of English. In addition to highlighting the Japanese participants' perspectives of this COIL project, this paper describes the impetus for setting up the program, the program itself, and implications for various stakeholders in higher education in Japan.

Analyzing trends in the aural decoding errors of Japanese EFL learners

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

Referencing word and phrase lists in an online vocabulary notebook

The current study investigated 29 first-year Japanese university students’ usage of an online vocabulary notebook that automatically searched eight different word and phrase lists to provide students with reference information about their self-selected vocabulary. Over the course of a 14-week period, participants read English books and articles and added self-selected vocabulary that they wanted to learn to individual online vocabulary notebooks. The notebooks immediately and automatically showed whether the vocabulary appeared on any of eight different reference vocabulary lists. The distribution of participant vocabulary across lists was examined and participant surveys and interviews were conducted to understand usage of the system. Analysis of participant vocabulary, learner surveys, and interviews indicated that participants selected relatively high percentages of standardized-test related vocabulary (i.e. TOEIC and TOEFL), chose individual vocabulary items over multi-word expressions, and studied vocabulary items even when they did not appear on any reference lists. Learner surveys and interview results suggested that use of the system directly or indirectly influenced half of the participants’ decisions about which vocabulary to include in their notebooks, though participants reported that it did not affect their choice of reading material.

The effect of remote learning on the mental health of first year university students in Japan

We examined the effects of the coronavirus disease 2019 (COVID-19) pandemic on first-year Japanese university students’ mental health by comparing current year's survey results with previous year's results. Accordingly, an online survey was conducted on first-year Gifu University students from April 20 to May 31, 2020. Study results revealed that, despite the emergence of the COVID-19 pandemic, the number of “high-risk” students and the depression level were lower among the 2020 first-year students compared to previous year's students. However, the 2020 first-year students experienced high academic distress since they had to adapt to an unfamiliar e-learning environment.

Learner Awareness as Core, Active, and Peripheral Group Members: How First-Year Japanese University Students Become Experienced Learners in a Community of Practice

Learner Awareness as Core, Active, and Peripheral Group Members: How First-Year Japanese University Students Become Experienced Learners in a Community of Practice

Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange

AbstractThis paper presents the results of a study exploring the intercultural development of first-year Japanese university students engaged in online intercultural exchange (OIE) using two variations: one implementing guided reflection, and the other relying on the learner autonomy model. Intercultural development was quantitatively measured using the Intercultural Sensitivity Scale (Chen & Starosta, 2000) and qualitatively investigated through participants’ written reflections. Results of the OIE using guided reflection showed significant gains in respect for the target culture, whereas the OIE that followed the autonomous learning model yielded significant gains in self-efficacy in relation to intercultural contact. Qualitative analysis of student reflections confirmed these findings and provided insight into the processes involved in achieving these results.

APTITUDE, EXPERIENCE, AND SECOND LANGUAGE PRONUNCIATION PROFICIENCY DEVELOPMENT IN CLASSROOM SETTINGS

AbstractThe current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle, and end points of the project, analyzed for global, segmental, syllabic, prosodic, and temporal aspects of L2 pronunciation, and linked to their aptitude and experience profiles. Results indicated that the participants generally enhanced the global comprehensibility of their speech (through reducing vowel insertion errors in complex syllables) as a function of increased classroom experience during their first semester, and explicit learning aptitude (associative memory, phonemic coding) appeared to help certain learners further enhance their pronunciation proficiency through the development of fluency and prosody. In the second semester, incidental learning ability (sound sequence recognition) was shown to be a significant predictor of the extent to which certain learners continued to improve and ultimately attain advanced-level L2 comprehensibility, largely thanks to improved segmental accuracy.

Study Abroad Self-Selection Amongst First-Year Japanese University Students

Applying a mixed-methods design, this study aims to generate knowledge regarding decreasing study abroad involvement amongst Japanese students. Based on data collected from a group of first-year Japanese university students, the authors propose six qualities of a predominantly willing, or self-selecting, group of study abroad participants, including 1) achievement in English-proficiency testing; 2) prior international experience and authentic cross-cultural interactions; 3) purpose and meaning connected to international experience, 4) a perception of barriers to study abroad as surmountable; 5) flexible beliefs on job hunting and lifetime employment; and 6) greater international posture. This paper concludes with a discussion on the applicability of our findings to universities across Japan and in the Asia- Pacific region. Furthermore, we discuss the potential of fostering study abroad intent in the second language classroom, thus leading to greater study abroad interest and participation.

The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers

In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.

The effectiveness and efficiency of extensive reading at developing reading rates

Few studies have examined the development of foreign language learners’ reading rates through extensive reading. The previous studies conducted have methodological limitations with regards to their research design or interpretation of results. To address these limitations, this study investigated the impact of extensive reading and grammar-translation on reading rate development using an experimental research design with evidence that time spent conducting the respective treatments was similar. First-year Japanese university students (N = 50) were randomly assigned to one of two treatment groups. To measure reading rate improvements over an academic year, pre- and post-treatment reading rate measurements were used where comprehension was maintained above 70%. The between-groups analysis revealed that the extensive reading group participants (n = 23) increased their reading rate significantly relative to the grammar-translation group participants (n = 27). This study provides evidence of both the effectiveness and efficiency of developing reading rates through extensive reading relative to traditional reading instruction with grammar-translation exercises. Pedagogical implications include allocating more time for extensive reading and questioning the value of the grammar-translation approach. In addressing the call for stronger evidence than quasi-experimental studies, this research demonstrates that classroom-based experimental reading studies which control for time-on-task are feasible.

Examining the conditions of using an on-line dictionary to learn words and comprehend texts

AbstractThis study investigated three look-up conditions for language learners to learn unknown target words and comprehend a reading passage when their attention is transferred away to an on-line dictionary. The research questions focused on how each look-up condition impacted the recall and recognition of word forms, word meanings, and passage comprehension. The participants were 84 first-year Japanese medical university students. The recall and recognition of word forms and word meanings, and passage comprehension data were analysed using the Rasch model. Probabilities ofp<.05 were considered measurably different for the sample population used in this study, and probabilities ofp<.003 were considered statistically significant and generalizable to a larger population. Overall, the results suggest three findings with regard to the on-line dictionary study. First, if only the results that were statistically significant are considered, there might be two conditions to learn words and comprehend reading passages: the spell condition seems to be best for learning the forms and meanings of words, and the control condition for promoting passage comprehension. Second, if the results that were both statistically significant and measurably different are considered, the spell, click, and control conditions might promote the learning of word forms, word meanings, and passage comprehension, respectively. Third, however, the click condition might promote both the learning of word meanings and passage comprehension because its effects were measurably higher to the spell condition on these measures. The results are consistent with the type of processing-resource allocation model for learning the forms and meanings of words and cognitive load theory for comprehending reading passages.

Giving Class Averages: Is It Worth It?

The aim of this study was to test a scoring method for regular testing proposed by the authors which provides feedback on test results to each student based upon his or her increases or decreases with the previous test score (hereafter, Idio-comparative marking). The authors compared the Idio-comparative scoring system with a regular ‘individual result together with class average’ method in an eight-week long quasi-experimental study conducted with 52 first-year Japanese university students. The authors aimed to gain an understanding of whether there were any salient statistical advantages in giving class averages to students to compare with their own result, thus nullifying the Idio-comparative idea. The study used a Pretest-Posttest design, with the results of an analysis of variance suggesting there to be no statistically significant difference ( p = .77) between the Idio-comparative Group and Give-average Group. The authors suggest the Idio-comparative approach as one to be considered by language teachers in order to assist with building and preserving the confidence of the students participating in the class.

The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

Supporting students' motivation for e-learning: Teachers matter on and offline

In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n=975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed.

Learning vocabulary: CALL program versus vocabulary notebook

Abstract This study investigated the short and long-term effectiveness (as measured by pre, post, and delayed post-tests) of two popular but little researched vocabulary learning approaches: 1) vocabulary notebooks and, 2) a Computer Assisted Language Learning (CALL) program with spaced repetition. A third group, the control group, was not given a treatment. The participants included 140 first-year Japanese university students studying English as a second language. Results indicate that similar statistically significant gains were made, in terms of increases in vocabulary scores, from the pre to post-tests for both the CALL and vocabulary notebook groups. In terms of longer term gains, the CALL group performed slightly better. The use of both approaches, with respect to pedagogical soundness and future usability, is discussed. The researchers caution against using vocabulary notebooks and recommend that teachers take into account a number of factors before considering a particular CALL program.

Learning Histories to YouTube: Learners' Lives as Curriculum

The article describes the agentive development of a group of first‐year Japanese university students. They first individually wrote their language learning histories to grasp what they had been through in their junior and senior high school English education. They then analyzed the histories in small groups, discussing what motivated and demotivated each person, what students and teachers might learn from their experiences, and what the Ministry of Education (Monbusho) might do to support their learning more. The small groups wrote reports and sent their findings to the Ministry of Education at the end of the year along with a 3‐min YouTube video of the major findings. Their reports concluded that Japanese students endure too much test‐focused grammar and lectures in their junior and senior high school education and would prefer to learn more from a more orally interactive curriculum with complementary teaching methods. This agency‐inviting process that the students progressed through is similar to Weinstein's () conception of “learners' lives as curriculum,” echoing Freire's () and Dewey's (1938/1963) participatory and experiential learning and community involvement, which invites and encourages more agency from students.

RECEPTIVE AND PRODUCTIVE VOCABULARY ACQUISITION: EXAMINING PROCESSING TIME AND MEMORY THRESHOLD

In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one sessions data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first in terms of receptive knowledge, and between all except the eighth and ninth in terms of productive knowledge.

Analysis of the effect a student-centred mobile learning instructional method has on language acquisition

In this study a self-paced instructional method based on the use of Apple's iPod Touch personal mobile devices to deliver content was compared with a group-oriented instructional method of content delivery in terms of learner acquisition of course material. One hundred and twenty-two first-year Japanese university students in four classes were used in the study. The subjects were placed in two experimental groups and two control groups, and each researcher taught one control and one experimental group. An independent samples t-test performed on the groups’ placement scores on the university's English entrance examination showed no significant difference between the two groups in terms of general English ability at the outset of the experiment. During the treatment sessions the control groups studied in a group-oriented classroom environment while the experimental groups studied the same course material but did so with a self-paced method that used Apple's iPod Touch personal mobile devices. As such, the subjects in the experimental group were allowed to study at a rate they chose rather than having the timing of the language input controlled by the teacher. The curriculum for both the control and experimental groups was based on the course textbook (Science English: Communication skills for scientists and engineers, Daniels, 2007, Tokyo: Thomson). The same standardized tests were given to all students involved in the study and the scores of the control and experimental groups were analysed using independent samples t-tests supported by Mann–Whitney tests. The post-treatment data showed a significant difference emerge between the groups, while the experimental group scored consistently higher than the control group. Results of a post-treatment survey given to the experimental group also indicated very positive learner attitudes towards the self-study iPod Touch-based instructional method.