Japanese Students Research Articles

Unveiling task value and self-regulated language learning strategies among Japanese learners of English

Abstract The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios — a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth — while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants’ values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value.

Development and Validation of the Japanese Version of the Comprehensive Autism Trait Inventory in University Students

Abstract: Introduction: The Comprehensive Autism Trait Inventory (CATI) comprises six subscales, including “social camouflage” and “sensory sensitivity,” developed to address the limitations of comprehensive evaluation (English et al., 2021). In this study, we report the development of the Japanese version of the CATI (CATI-j) for university students and validate its reliability and validity. Methods: All 43 items of the original CATI were translated into Japanese using a cognitive interview ( N = 12) and back-translation method. The data from 509 participants were used to examine the item characteristics, the gender differences, and the factor structure. Results: Using samples of Japanese university students ( N = 509), we found good reliability and validity for the CATI-j. Confirmatory factor analysis revealed that a bifactor model, assuming two general factors for “social communication and interaction” and “repetitive and restricted behavior,” along with six specific factors, best fit the data. However, in contrast to previous studies, no significant differences between men and women were observed for each scale. Limitations: Several limitations remain for future exploration, including examining samples beyond university students, determining cutoff values for distinguishing autism spectrum disorder, and investigating cultural differences. Discussion: The CATI-j is applicable to Japanese university students.

Acquisition of Knowledge and Meta-Skills Through the Case Method in Politics and Law Classrooms: New Empirical Insight from Japan

The case method has increasingly become one of the most popular active learning techniques. However, empirical research on its effectiveness is predominantly focused on business fields in Western countries and is typically assessed using a few learning outcomes, with little consideration for students’ individual characteristics. This paper provides new empirical insights by examining the effect of various factors on Japanese students’ acquisition of knowledge and vital meta-skills in Politics and Law courses. Based on a survey conducted at a Japanese university, our analysis finds that students’ stress levels and interest in the course subject have a statistically significant impact on the acquisition of knowledge and all meta-skills. Other factors, such as experience, course preparation, and personality affect the acquisition of knowledge and some meta-skills.

Investigating Japanese Students’ Basic Psychological Needs (BPNs) Satisfaction and Frustration in Secondary School English Classes

Secondary English education in Japan, despite widespread policy reform, has been identified as a context in which problems with learner motivation are commonplace and persistent. Numerous quantitative studies have highlighted student dissatisfaction with a range of pedagogical factors including a disproportionate focus on rote memorization for exam preparation and a lack of student-centered activities. The aim of this study is to investigate from a qualitative approach the degree to which secondary school students’ basic psychological needs (BPNs) of autonomy, competence, and relatedness are being satisfied or frustrated within their junior high and high school English classes. Data was collected from semi-structured interviews with five university students who provided retrospective accounts of their secondary education and was subsequently deductively coded based on BPN satisfaction and frustration. Participants illustrated the key role of teacher-student and student-student interaction in both directly and indirectly facilitating satisfaction of each BPN and highlighted how more balance between exam-focused and communicative lesson content may positively contribute to student engagement and motivation. The findings of this study generally support the notion that promoting greater relatedness through positive group dynamics among both teachers and students can subsequently provide affordances for enhancing autonomy and competence satisfaction.

Objective Structured Clinical Examination to Assess Patient Safety Competencies of Japanese Medical Students: Development and Validation Argument.

Background The growing emphasis on improving patient safety over the past two decades has received more focus in the undergraduate curricula, and the appropriate assessment of patient safety competencies at graduation is crucial in competency-based medical education. However, there is no valid method for assessing patient safety competencies because current assessment methods in medical education focus less on behavior. The objective structured clinical examination (OSCE) is a method to assess clinical performance and has been implemented by medical schools in Japan for summative assessment at graduation. However, stations with sufficient validity to assess patient safety competencies have not yet been developed. Thus, this study aimed to evaluate, under a contemporary validity framework, an OSCE station for assessing patient safety competencies that students are expected to achieve at graduation from medical schools in Japan. Methods A validity argument was conducted using Messick's validity framework, which includes content, response process, relations to other variables, internal structure, and consequences. First, we applied a modified Delphi study to develop OSCE stations for assessing patient safety competencies based on the national model core curriculum at graduation. The panel survey recruited members who have expertise in clinical education and patient safety. The draft stations simulated various situations associated with patient safety. Final-year medical students then took the OSCE. We analyzed the results of the OSCE, compared the scores with those of the clinical reasoning examination, and evaluated its reliability. Results Out of 30 panelists, 22 (73.3%) fully participated in the Delphi rounds. After two Delphi rounds, we established four stations to assess patient safety competencies. They met the content dimension of the validity framework. The OSCE results showed low correlation with clinical reasoning, suggesting that patient competencies cannot be inferred from clinical reasoning. Each station had satisfactory reliability. The entire process minimized possible assessment bias. Conclusions The OSCE scenario designed through the modified Delphi study met the five criteria of Messick's validity framework. The results show that it is a valid strategy for assessing patient safety competencies at graduation.

Attitudes toward diverse English accents among Japanese elementary school students

AbstractThis paper explores Japanese elementary school students’ attitudinal responses toward diverse English accents presented in their multimodal course material. In the study, 86 sixth‐grade students (m = 48, f = 38) watched four self‐introduction videos representing Inner Circle and Expanding Circle accent varieties and rated the comprehensibility of each accent using 7‐point Likert‐type scales. In addition, they answered questions about proximity to their own accent and desirability as a learning model. Significant results suggest two major contradictions from previous studies; (1) that the White male American‐English speaker was rated least comprehensible among the four; (2) that the participants did not base their appraisal on closeness to a “native‐speaker” model in evaluating the idealness of an accent as a learning model. Based on the findings, I discuss the possible relationship between extended exposure and enhanced comprehensibility, the absence of “native‐speaker” benchmark among novice learners, and novice learners’ agency as an English user.

Closeness facilitating interaction among Japanese learners of English

Abstract This study investigates the perceived effect of friendship on the difficulty arising from the fear of negative evaluation experienced by Japanese university students when engaging in pair work and speaking English. Furthermore, this study aims to determine the perceived effectiveness and opinions towards friendship-building activities in an L2 English classroom. The investigations administer a questionnaire to students after 14 weeks of friendship-building activities that include icebreakers, games, and randomly assigned seating. Students report their perceived level of difficulty when engaging in pair work and speaking English with friends and non-friends. Additionally, students report on their perceived effectiveness and opinions towards friendship-building activities. The investigations find that learners associate less difficulty with pair work and speaking English among friends. Moreover, the results indicate that learners perceive friendships as a mitigator of the fear of negative evaluation and its effects. The results also suggest that friendship-building activities facilitate the creation of friendships and are perceived as necessary and positive by learners. The study promotes the use of friendship-building in the classroom, particularly for learners with sociocultural backgrounds that are more prone to experiencing the fear of negative evaluation.

Associations Between DCD Traits, Perceived Difficulties Related to ADHD, ASD, and Reading and Writing Support Needs Among Students in Higher Education: A Pilot Study.

Background/Objectives: Since the Act for Eliminating Discrimination against Persons with Disabilities was enacted in 2016, the number of students with disabilities in higher education institutions has increased significantly, creating a greater need for support. Developmental Coordination Disorder (DCD) often coexists with other neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and reading and writing difficulties; yet, awareness of DCD remains low. This study aimed to investigate the prevalence of DCD traits among Japanese higher education students and their relationship with ADHD, ASD, and reading and writing support needs Methods: A pilot study was conducted with 77 university students (mean age: 19.17 ± 0.68) in the Kansai region, using the Adolescents and Adults Coordination Questionnaire (AAC-Q) to screen for DCD traits, along with a questionnaire assessing difficulties related to ADHD and ASD, and a survey on reading and writing support needs. Results: The study found that 12.9% of students scored more than 1 standard deviation above the mean on the AAC-Q. Students in the DCD trait group (n = 10) reported greater difficulties related to ADHD and ASD than those in the non-DCD group (n = 67). Correlation analysis revealed a moderate-to-strong association between AAC-Q scores and difficulties related to ADHD and ASD among students in the DCD trait group. Conclusions: This study suggests the need to raise awareness about DCD traits and to provide comprehensive support for students with ADHD and ASD in Japanese higher education institutions.

Scoring Difficulty in Summary Writing Assessment: Toward the Reconstruction of Analytic Rubric

This study aims to examine whether differences exist in the factors influencing the difficulty of scoring English summaries and determining scores based on the raters’ attributes, and to collect candid opinions, considerations, and tentative suggestions for future improvements to the analytic rubric of summary writing for English learners. In this study, seven trained raters with diverse attribute backgrounds evaluated two kinds of English summaries written by Japanese university students using the analytic rubric with three evaluation items. A questionnaire was used to determine which of the three items were difficult to assess and why the raters perceived such difficulty, as well as what backgrounds and factors influenced their scoring decision-making. Moreover, through the raters’ most recent experience, candid comments were collected for developing future rubrics. The results showed that whether the evaluators’ attributes affected the difficulty of the evaluation was not clear. However, depending on the raters’ experience in teaching English/assessing summary writing, requests for improvements in the descriptors of the evaluation items and in the rubric emerged. This study proposes a tentative analytic rubric for summary writing, providing a foundation for constructing a rubric that can be used more easily by future raters. It also highlights the opinions of expert and novice teachers conducting summary evaluations in education.

Developing and validating an online module for formative assessment of summary writing with automated content feedback for EFL academic writing instruction

The present paper provides an overview of an online module for formative assessment of summary writing skills for second language (L2) introductory academic writing instruction in Japan and presents initial empirical results on how Japanese undergraduate students’ summary writing performance changed with a series of automated summary content feedback delivered in the module. A key feature of this module was the provision of fine-grained feedback delivered as scaffolding during revisions in terms of two key aspects of summary content: main idea representation and paraphrasing. Participants were 64 Japanese undergraduate engineering majors in introductory academic writing courses at a private university in Tokyo. The students completed two summary writing tasks provided through the online module. Results of a multivariate analysis of variance showed significant improvement of the content analytic score on revision on the initial summary task, and that this improved performance level was retained on a transfer task. The language use analytic score also improved significantly on the transfer task. Detailed analyses of learner-produced summaries based on descriptive statistics further suggested that the learners made substantively meaningful changes concerning main idea coverage and verbatim copying of the source text while still meeting the length requirement, although the results differed somewhat across the source texts assigned. Despite some study limitations, these results provide initial support for immediate content feedback provision for the development of basic summary writing skills.

Analysis of Intervention Effects of Prototyping Utilizing UI Stencils in Elementary School Students

This study examines the impact of using stencils in paper prototyping on work time, subjective burden, and idea generation among Japanese sixth-grade students, focusing on the role of personality traits, specifically openness. Two groups were involved: Group 1 used stencils after a lecture, and Group 2 worked freehand without prior instruction. Results showed no significant difference in work time; however, a reduction in subjective burden was noted in the stencil group. While no significant correlation was found between openness and the number of stencil icons used, children with higher openness scores engaged more intensively, suggesting that stencils influence the quality and depth of engagement. The findings highlight the importance of tailored educational approaches to enhance learning outcomes.

Stability and change in moral disengagement and bullying participation across three years of Japanese middle school

ABSTRACT The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = .45, 136 boys and 135 girls) recruited from two public middle schools (9 classes). Five data collection occasions in Grades 7 to 9 alternated between surveys of self-reported bullying behavior (three timepoints) and moral disengagement (two timepoints). Structural equation modeling showed that moral disengagement was reciprocally related to bullying and passive bystanding. Victimization was only related to moral disengagement in Grade 9, such that moral disengagement in June predicted increased victimization experiences in December. These findings suggest that intervention and prevention programs in schools need to actively address moral disengagement, with a focus on bystanders as well as perpetrators and victims of bullying.

The Impact of Treasure Hunt Games in Enhancing Basic Japanese Vocabulary Retention and Student Motivation through Gamified Learning

The Impact of Treasure Hunt Games in Enhancing Basic Japanese Vocabulary Retention and Student Motivation through Gamified Learning

Secular trends in blood pressure among university students in Japan over the last two decades.

High blood pressure (BP) increases the risk of cardiovascular disease, not only among middle-aged and older adults, but also in young adults. Early interventions for high BP may prevent future organ damage. Therefore, it is essential to monitor BP trends in young adults to support this approach. During the COVID-19 pandemic, a trend of increasing BP was observed worldwide. However, young adults have not been fully evaluated. Therefore, this study examined BP trends among university students (n = 106,691) over two decades, every 5 years from 2003 to 2023, including the period before and after the COVID-19 pandemic. From 2003 to 2018, there were no notable changes in BP. However, following the COVID-19 pandemic, increased BP was observed in both men and women, with systolic BP increasing from 118.1 (SD, 14.2) mmHg in 2018 to 120.6 (SD, 12.5) mmHg in 2023 among men, and from 104.6 (SD, 11.8) mmHg to 105.1 (SD, 11.7) mmHg among women. These trends were particularly pronounced among students with normal and underweight somatotypes and among first- and second-year students. The results of the lifestyle survey showed a decrease in smoking and drinking habits, insufficient sleep, mental stress, consumption of fast food and snacks, and an increase in exercise habits. Although contributing factors to the recent increase in BP were not identified, there was an upward trend in BP among Japanese university students. It is important to carefully observe how BP trends change over the long term following the end of the COVID-19 pandemic.

Pronunciation of 雨 (ame) and 飴 (ame) for Japanese Language Education Students Batch 2020 of Brawijaya University

This research discusses the pronunciation of ame/rain (雨) with high pitch (↗) to low pitch (↘) and ame/candy (飴) with low pitch (↘) to high pitch (↗) in Japanese Language Education Students Batch 2020. Based on the results of preliminary studies through Google Form, not all respondents were able to distinguish the pronunciation of ame/rain (雨) and ame/candy (飴). Therefore, this study aimed to determine the Japanese pronunciation of Japanese Language Education Students Batch 2020 of Brawijaya University by pronouncing one of the homophones namely ame/rain (雨) and ame/candy (飴). This research used a descriptive qualitative method. Based on simple random sampling technique, 10 respondents of Japanese Language Education Students Batch 2020 were selected as the data source of the research. The researcher examined students' understanding using voice recordings which were then analyzed through Praat to see the pronunciation results. The result of the research was on the word ame/rain (雨) 90% could pronounce it the correct tone. Then on the word ame/candy (飴) 50% could pronounce it the correct tone. 6 respondents made mistakes, this was due to learning strategies and second language culture. As a result of this study, the researcher suggested for analyzing the noun hoshii/want (欲しい) with hoshi/star (星) focusing on pitch, intensity, and respondents from the Department of Japanese Language Education and Japanese Literature who can be used as a comparison.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

Frequency and Mental Health Condition of Students with Developmental Disabilities Among First-Year Japanese University Students: A Cross-Sectional Survey.

Students with developmental disabilities are anxious about a change in environment when graduating from high school to college. Existing research, which is scarce, focuses on the mental health status of students with developmental disabilities entering university. This study investigated the frequency of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) among first-year Japanese university students and their mental health risks post-admission. We conducted a cross-sectional survey for university students within a month of admission, using the Autism Spectrum Quotient (AQ) and Adult ADHD Test (A-ADHD) to demonstrate the frequency of ASD and ADHD. The Counseling Center Assessment of Psychological Symptoms (CCAPS)-Japanese (depression, eating concerns, hostility, social anxiety, family distress, alcohol use, generalized anxiety, and academic distress) evaluated their mental health condition.Of 711 students (20.3 ± 2.1years; 330 male, 381 female), the number of those showing either ASD or ADHD tendencies was 61 (8.58%). Twenty-three (3.23%) showed symptoms of only ASD, 34 (4.78%) of ADHD, and four (0.56%) of ASD and ADHD. No significant differences existed in the frequency of ASD and ADHD between each sex and major. The scores and frequency of high risk (over the cut-off points) students on all CCAPS-Japanese subscales (except alcohol use) were significantly higher among the ASD and ADHD groups than the control group, which showed no ASD or ADHD tendencies. The frequency of ASD and ADHD characteristics among first-year Japanese university students was 8.58%. They have a high risk of mental health problems when they enter university.

The student-teacher experience as a model for students as partners (SaP) and for enhancing student engagement among Japanese students

Education in Japan and other Asian countries advocates the traditional passive style of learning where students learn through rote memorization in a teacher-centered environment. However, this is now changing due to globalization with Japan’s Ministry of Education promoting learning strategies to involve students in the learning process actively. Many studies involving students as partners have stated that students feel more at ease when they learn with and from their peers and that working in groups makes them learn significantly better and allows them to put into practice what they have taught to others or learned from others. This case study on the Student-Teacher Experience activity aims to present the concept of students as partners to enhance active learning in Japan and its possible application in other countries and fields of study with a similar learning environment as Japan. The activity allowed students to actively engage in class and enhanced learning.

Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes

Abstract The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.

Elevated uric acid levels as a risk factor for new-onset hypertension in newly enrolled Japanese university students (JSH46-0100).

This study aimed to determine the association between serum uric acid (UA) levels and new-onset hypertension (HTN) in newly enrolled students (aged 18 to 20 years) at a university in Gifu, Japan. We analyzed data collected over a 12-year period from April 2010 to March 2022. From this dataset, we selected individuals who were normotensive at admission and underwent a follow-up examination four years later, at the time of their progression to a master's course (n = 2859). Among these participants, 75 (2.6%) developed HTN by the second visit. Their serum UA levels (mg/dL) were significantly higher compared to those who remained HTN-free, both at baseline (6.02 ± 1.06 vs. 5.42 ± 1.17) and at the second visit (6.10 ± 1.20 vs 5.46 ± 1.22). Logistic regression analysis revealed that the odds of developing HTN were higher when considering the mean UA level across both visits (odds ratio: 1.63 per 1 mg/dL increase) compared to either the first or second visit alone. Further analysis of the relationship between elevated mean UA levels (above the cutoff value of 5.7 mg/dL) and the risk of new-onset HTN demonstrated a significant odds ratio of 3.39, which remained significant after adjusting for body mass index and sex. In summary, elevated UA levels are an independent risk factor for future HTN in young adults.