Japanese University Research Articles

Successive association of adaptive/maladaptive response styles to depressive mood and decentering: a preliminary study of Japanese university students

Response styles to depressive mood, which are ruminative or distractive responses, have both adaptive and maladaptive forms. The adaptiveness of ruminative/distractive responses is associated with decentering. However, whether decentering increases using adaptive response styles or adaptive (maladaptive) response styles heighten (lower) decentering levels remains unclear. This short-term longitudinal survey examined the sequential influence of decentering on response styles and the indirect effect of decentering on depression through response styles. One hundred twenty-six Japanese undergraduates completed questionnaires on response styles, decentering, and depressive symptoms at two points in time, four weeks apart. Cross-lagged panel analyses indicated that decentering predicted lower maladaptive ruminative and distractive responses and a higher adaptive ruminative response. Adaptive ruminative response predicted higher decentering. Furthermore, mediation analyses showed that decentering influenced depression through adaptive/maladaptive ruminative responses. Results suggest that an individual’s decentering level partly determines which response style is likely to be used when an initial depressive mood is experienced.

Do red and yellow flags indicate a danger zone?: Exploring Japanese university students’ beach safety behaviour and their perceptions of Australian beach safety signage

BackgroundCoastal drowning is a tragic regular occurrence in Australia, and in the decade 2012–2022, 455 overseas-born beachgoers drowned. Being one of the top five countries of international visitors who drown, Japanese tourists are an at-risk group. This study investigates Japanese university students’ knowledge of beach safety and their perceptions of Australian beach safety signage. MethodsThe present study conducted an online survey with 152 university students in Japan, comprising both closed and open questions. Although the survey was in Japanese, the signage terms used in the survey were in English as used in Australia. Descriptive analysis was conducted on the statistical data via SPSS and deductive thematic analysis was conducted on the open responses using Nvivo. Results90 % of them planned to visit beaches and 64 % would enter the water when or if visiting Australia. However, 60 % interpreted the safer supervised zone denoted by red and yellow flags as signifying a danger zone. Regardless of their English proficiency, almost none fully understood terms commonly used on safety and warning signs such as submerged objects, shore dump, shore break and rip currents, and 60 % of them didn’t know the Japanese term of rip currents, riganryuu. Visual icons were understood much better than these English terms. So what?This study explored a specific (i.e. Japanese) cultural perception and understanding of Australian beach signs beyond the scope of CALD communities. Future studies should continue exploring those of other cultures so Australian beach signs can be revised and improved based on scientific evidence.

Beyond language: fostering an intercultural mindset in foreign language classrooms in Japan

ABSTRACT In Japan, calls for students to become global human resources (GHR) has placed pressure on universities to internationalise. Traditionally, Japanese universities have relied on student mobility to foster GHR, but a decline in mobility numbers has highlighted the need for educators and administrators to consider how an intercultural mindset can be developed in domestic campuses. While English as a foreign language (EFL) education holds great potential due to its widespread, mandatory status across Japanese universities, it remains underexplored, particularly under the curriculum restraints often faced by EFL faculty. This article will present results from a one-year longitudinal study conducted with 205 EFL Japanese university students in the 2021 academic year, during which intercultural activities were incorporated into the curriculum. The article will discuss the factors influencing students’ openness, curiosity, and respect, as well as cultural self-awareness and global awareness based on pre-, mid-, and post-intervention surveys, in addition to student reflections collected from 41 participants. Findings suggest that EFL classrooms have the potential to develop an intercultural mindset despite curriculum constraints, particularly through guided discussions in the classroom and student-led research projects with an intercultural focus.

Unveiling the dynamics and impact of emotional presence in collaborative learning

This study aims to understand the dynamics and impact of emotional presence in a collaborative learning environment and its effects on the learning process and outcomes. Emotional presence, defined as the experience of emotion arising from cognitive appraisals in learner-environment interactions, encompasses four dimensions: interest-curiosity, emotional regulation, expression management, and emotional awareness. Using a mixed-methods approach, we surveyed 33 Japanese college students engaged in collaborative learning activities and conducted in-depth interviews with 10 participants to gather qualitative insights. The study revealed that emotional presence evolves throughout the collaborative process, with increased emotional regulation in response to complex tasks, reflecting learners’ adaptations to varying task demands. It highlighted the importance of emotional regulation in shaping the learning process and improving outcomes in collaborative learning. Our findings suggest that heightened emotional presence, with increased emotional awareness and regulation, fosters cognitive development and learner well-being, supporting more effective and fulfilling collaborative learning experiences. The study also emphasizes the crucial role of cognitive appraisal in shaping emotional experiences, significantly influencing outcomes in technology-enhanced environments. The study concludes by proposing future research directions, such as examining the longitudinal impacts of emotional presence and exploring interventions to enhance emotional regulation skills in diverse learning contexts.

Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests

Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

Language practice and beliefs of domestic and L2 English international students in an English-taught program in Japanese higher education

ABSTRACT This study compared domestic and international students regarding their self-evaluated English proficiency, language performance in English-medium instruction (EMI) classrooms, and their language beliefs. They were enrolled in an English-taught program (ETP) in a Japanese university. EMI courses and programs have strategically increased to attract overseas students and improve domestic students’ English proficiency. Despite extensive EMI research, few studies have focused on EMI experiences of both domestic and international students. Thus, the study analyzed online survey responses from 84 domestic and 24 international students, mostly from Asia. Noticeably, domestic students rated their English proficiency lower than their L2 English international group. Also, the former group found it significantly difficult in performing language tasks, compared to the latter group. Critically, L2 English international students preferred first language (L1) English-speaking instructors and expect non-L1 English lecturers to use native English, whereas Japanese students showed appreciation of lecturers using their L1 in EMI context.

ChatGPT's Motivational Effects on Japanese University EFL Learners: A Qualitative Analysis

ChatGPT's Motivational Effects on Japanese University EFL Learners: A Qualitative Analysis

An autoethnography of internationalisation: ethical dilemmas in Japanese academe

AbstractVia an autoethnography of internationalisation, the article highlights the ethical dilemmas transnational scholars face when universities fail to denationalise their organisational culture. Section one explains the pertinence and pitfalls of autoethnography — writing oneself into existence over against a context experienced as domination — for grasping the ethical quandaries of transnational scholars in a Japanese national university (JNU). As section two shows, the persistence of ethno-national working practices in JNUs precludes both the equal treatment of transnational scholars and the recognition of their difference. Specifically, the discussion documents two mechanisms of marginalisation at the JNU in question, Tōdai (University of Tokyo): section three links the rejection of ethno-national diversity to absolutisation, viz. the generalisation of prejudice by gatekeepers in order to stigmatise transnational scholars as unfit for organisational life; and section four contends gatekeepers defend their territorialised academic culture through normalisation, which is underpinned by academic inbreeding that produces a hermitic community of sameness blind to its ethno-national prejudices. The article concludes with the ethical gymnastics of transnational scholars situated in universities that solicit their multiplicity without renovating their ethno-national culture. It also reflects upon the limited leverage of autoethnography beyond the Anglosphere, notably in a JNU organisational environment that does not recognise the strop of agency with structure. Finally, the article suggests Japan would be better off promoting a cultural form of internationalisation rather than following a commercial iteration with neo-colonial costs.

Mixed-methods study of medical students’ attitudes toward peer physical examinations in Japan

BackgroundMost Japanese medical schools likely continue to rely on peer physical examination (PPE) as a tool to for teaching physical examination skills to students. However, the attitudes of medical students in Japan toward PPEs have not be identified. Therefore, we evaluated students’ attitudes toward PPE in a Japanese medical school as a preparation for developing a PPE policy tailored to the context of Japanese culture.MethodsWe conducted a mixed-methods study with an explanatory sequential approach, in which qualitative data were used to interpret the quantitative findings. Surveys and interviews were conducted with medical students and junior residents at a Japanese university. A total of 63 medical students and 50 junior residents responded to the questionnaire. We interviewed 16 participants to reach theoretical saturation and investigated the attitudes of medical students toward PPE and the themes emerging from the interview data, providing detailed descriptions of the quantitative findings.ResultsFemale participants were significantly more likely than male participants to report varying degrees of resistance to being a model patient during PPE (male: 59.7%, female: 87%, p < 0.001). Most of the participants who took on the role of patients that involved undressing were males. The participants expected improvements in issues related to the guarantee of freedom to refuse to be a model patient and measures to protect confidentiality. Approximately 22% of the participants reported that they witnessed incidental findings (including variations within the normal range) in front of other students during PPE.ConclusionsThe findings imply that medical students expect high levels of autonomy and confidentiality when volunteering as model patients during PPE. Thus, developing a PPE policy suitable for Japanese culture may be effective in establishing a student-centered PPE environment.

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

Depression Accompanied by Hopelessness Is Associated with More Negative Future Thinking.

This study aimed to delineate the interplay between depression, hopelessness, and episodic future thinking (EFT), focusing on cognitive biases towards negative future thinking that are central to depressive symptomatically. A Japanese university student was utilized to scrutinize divergences in EFT across groups stratified by varying degrees of depression and hopelessness. The research leveraged a modified future thinking task (FTT), the Beck Hopelessness Scale, and the Beck Depression Inventory-II to gauge participants' levels of hopelessness and depressive symptoms. Consistent with prior research, the non-depressed group showed a reduction in positive EFT, reinforcing the idea that diminished positive future thinking is a hallmark of depressive conditions, even in the absence of a clinical diagnosis. Moreover, individuals with comorbid depression and elevated hopelessness demonstrated a significant decrease in positive EFT and an increase in negative EFT, substantiating a distinctive cognitive profile for this subgroup. This finding suggests that the presence of hopelessness exacerbates the negative cognitive biases associated with depression. The study emphasizes the importance of considering hopelessness as an independent construct when assessing EFT in clinical contexts. The pronounced impact of hopelessness on future thinking in those with depression suggests that targeted interventions, such as future-directed therapy (FDT), may be particularly effective for individuals with hopelessness depression by focusing on modifying negative future thinking patterns and enhancing life quality.

Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Shotgun metagenomic sequencing of swab samples from Japanese university campuses.

We obtained shotgun metagenome sequences from swab samples obtained through 3-minute swabbing of different surfaces and the air within buildings at three university campuses in part of the Greater Tokyo Area in Japan. These data aid in understanding built environment microbial communities and elucidate various microbial profiles across different locations.

Impacts of Expressed Gratitude and Apologies on Japanese University Students’ and Workers’ Perceived Closeness: Mediating Roles of Responsiveness and Predicted Outcome Values

ABSTRACT Literature on expressed gratitude and apologies has predominantly focused on their effects within the realm of interpersonal relationships. However, it is crucial to extend the examination of these communication styles to work settings, where interpersonal dynamics significantly impact productivity. To address this, two experiments were conducted to compare the impacts of expressed gratitude and apologies among Japanese university students and company employees. The initial experiment, involving university students (n = 139), revealed that expressed gratitude heightened responsiveness and predicted outcome values in comparison to messages lacking either gratitude or apologies. The subsequent experiment, encompassing company employees (n = 499), unveiled that the effects of messages varied based on the relative statuses of the message sender.

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

Academic discourse socialization in a “bilingual” undergraduate course: Group work among students with diverse cultural and linguistic backgrounds

AbstractWith the growth of internationalization in higher education, there is a need to examine students’ experiences in increasingly diverse classrooms. This study explores students’ academic discourse socialization (ADS), within a context where the majority of students are non‐native speakers, in a course designed to enhance intercultural communication skills by providing students with both theoretical knowledge and practical experiences to collaborate with a diverse group of peers. We aim to answer the following questions: (1) Does native‐speakerism ideology impact Japanese students’ comprehension of intercultural communication with non‐native speakers, and if so, how? (2) How does the understanding of intercultural communication affect students’ interactions and group work with international peers? We conducted qualitative semistructured interviews with Japanese and international students at a private Japanese university. Our findings show that despite the absence of specific language instruction in the course, the group work predominantly utilized English and Japanese. Furthermore, the results revealed a unique ADS process in this context, with no clear dichotomy between experts and novices. Instead, all students negotiated their participation and language use within the academic community, with native‐speakerism ideology influencing the ADS process. These results enrich the research on ADS in non‐English‐speaking countries and development of new conceptual frameworks to better comprehend its dynamics.

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

AbstractThis study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

Associations between Stress Mindset and Changes in Positive Affect during a Speech Task: A Preliminary Study

A stress mindset is an individual’s belief that stress has either enhancing (stress-is-enhancing mindset: SEM) or debilitating (stress-is-debilitating mindset: SDM) consequences. This study examined the associations between SEM and changes in positive affect during a speech task using a sample of 32 Japanese college students as participants. It was hypothesized that participants with SEM would show a greater increase in positive affect over time than those with SDM. The participants rested for three minutes, prepared for three minutes, delivered a speech about themselves in front of an evaluator and video camera (task period), and again rested for three minutes. Positive affect was measured immediately after the two resting periods and during the speech. The participants were divided into groups of 17 and 15 in the SEM and SDM groups, respectively, based on their stress mindset scores. Both groups were fairly matched concerning age and male/female ratio. Change patterns of positive affect did not differ between the two groups, which did not support the hypothesis. However, positive affect was significantly higher in the SEM group compared with the SDM group. The present results differed from previous findings reported in North America. Inconsistent results are discussed related to differences in the speech task and cross-cultural variations of happiness and coping with stressors between North America and Japan.

Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest

The broad relationship between students’ self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough examination of the way fluctuations in students’ self-efficacy influence their interest in learning within a single course over an academic year and beyond. The present study investigated how the latent growth of students’ self-efficacy beliefs over time influenced their interest in a particular subject area, both short-term (3 weeks) and long-term (47 weeks). Data were collected at eight intervals: four times for self-efficacy within one academic year and three times for domain interest during the following academic year, primarily through weekly e-learning activities at a Japanese university. Attendance over three academic semesters, standardised achievement over one academic year (with prior knowledge control), and domain interest were modelled as outcomes in a latent structural equation model that encompassed a latent curve for self-efficacy beliefs throughout the course of study. The distinct contributions of both the baseline and the growth rate of self-efficacy beliefs to the variance in students’ domain interest over the short and longer term were confirmed by the study. Over the course of two academic years, it was found that the growth rate of self-efficacy, relative to its baseline, became increasingly more important for key learning outcomes such as students’ domain interest.

Our gateway is your gatekeeper: benefits and constraints of EMI for different participants in Japanese ELF contexts

Abstract This paper explores the interconnectedness of gatekeeper and gateway roles the same English-medium instruction (EMI) policy plays for different student populations at different times. The research site is located in an EMI programme at a Japanese university, where, for international students, EMI opens a gateway to the university, Japanese ability not being required at the entry point, whereas the same policy plays a gatekeeping role for Japanese students, a high English proficiency level based on native English speaker (NES) norms being required. However, for international students with plans to work for Japanese companies after graduation, their low Japanese ability starts playing a gatekeeping role for their future career, contrary to the situation at the outset. In contrast, Japanese students, who initially struggle to get used to EMI, after a few years, become empowered by their ability to use English as a lingua franca (ELF), which becomes a gateway to new career opportunities. Thus, the same EMI policy could play opposing roles for different student populations at different times, a gateway turning gatekeeper for one group, while for another, the initial gatekeeper turning gateway after some time. The exploration is mostly based on our interview data with EMI graduates at both undergraduate and graduate levels. Implications for language policy will also be discussed.