Paper short abstract:

This presentation will discuss a class on language learning advising and examine what the students trained as advisers in this class have learned. Academic and practical implications for the role of language teachers and the enhancement of their competencies will be discussed.

Paper long abstract:

In recent years, attention has focused on learner autonomy and the ability to decide how to learn (Aoki & Nakata, 2011). In language learning based on learner autonomy, learners need to take initiative in various settings, including learning outside the classroom. Nevertheless, not all learners can learn autonomously from the beginning (Kato and Mynard, 2016). In 2018, the Agency for Cultural Affairs (Bunka-cho) published a report on the state of development and training of Japanese language education personnel, which stated that the report called for the development of Japanese language teaching personnel with the competence to promote and support self-directed learning.　

Given this situation, the presenter has been conducting a class called 'Introduction to Language Learning Advising' for graduate students interested in language learning support since 2020. In this class, following a lecture on the theoretical background of language learning advising, students were paired with Japanese language learners to practice advising. In this presentation, the presenter will examine what the students (participants acting as advisors in an advising training session) have learned through this class, using reflection sheets written by the students as data. Specifically, it will be shown that the awareness and attitudes of the students changed in terms of 'paying attention to the learning process,’ ‘paying attention to the learner's life background, life trajectory, and emotions,’ and ‘reviewing their own learning experiences and beliefs about language learning.’ As a helpful report on a teacher training program focused on supporting autonomous learning, this presentation provides academic and practical implications for the role of language teachers and the enhancement of their qualifications and competencies.

References

Aoki, N. and Y. Nakata. (2011). Gakushuusha-ootonomii: Nihongo-kyooiku to gaikokugo-kyooiku no mirai no tameni. Tokyo: Hituzi Shoboo.

Kato, S. and J. Mynard. (2016). Reflective Dialogue: Advising in Language Learning. NY: Routledge.

Paper short abstract:

The study examines group testing for a U.S. university’s Japanese course. Students completed two exploratory unit tests and three questionnaires. Findings suggest positive effects on learning and group testing attitudes, which may aid post pandemic students and promote classroom inclusivity.

Paper long abstract:

This research is an investigation on exploratory group testing based on observation in a beginning level Japanese course at a university in the U.S.. Group testing is a method to evaluate students’ learning in which students work collaboratively on the same set of test questions (Chen, 2018). Across disciplines, testing can be an effective learning process (Efu, 2019). Group testing can progress students’ learning regardless academic strength (Chen, 2018). Some students in a beginning Japanese course find Japanese is much more difficult than they expected. Post-pandemic students need even more academic and emotional support in establishing their study methods and habits. In this exploratory group testing, students are given tasks appropriate for group work in a beginning level, such as filling blanks and making short sentences using grammar items. The students work in group for the entire unit one test and for half of the unit two test. The students are given three questionnaires: Two pre-test questionnaires and one post-test questionnaire.

The findings from this investigation suggest that group testing has positive effects on the students’ learning and achievement, attitude toward tests, and classroom environments. Moreover, group testing encourages active interaction among the students, building learners’ community at the initial phase of the semester.

The instructor/investigator observed the students actively discussing on the test questions in group and investigated how the group testing affected the students’ performance. All students obtained higher test scores compared to previous years, and in the questionnaires, students mentioned reduced test anxiety and increased enjoyment of taking the tests in group.

The difficulties in learning Japanese may vary between individuals, but instructors can help post-pandemic beginning level students by incorporating group testing in the course. The group testing can be a more accommodating evaluation method for post-pandemic students due to its ability to facilitate peer learning during tests and to promote classroom inclusivity.

Paper short abstract:

This study explored how students who are alumni of Japanese studies departments of universities in Eastern Europe and have recently started a career in Japanese language education become "Japanese language teachers".

Paper long abstract:

　Japanese studies have been flourishing in Eastern Europe. Based on the literature, Japanese language education aims to study and research Japanese studies. However, there has been no faculty development to enable Japanese language education to reach this academic goal (Bev, 2003). In recent years, Japanese language learners have developed diverse interests, such as anime, games, and idols. However, young Japanese language educators from Japanese studies departments, who will be responsible for the next generation of Japanese language learners, are frequently unaware of educational methods other than those they experienced as students. Ushikubo (2021) explored what qualifies a new teacher to be a Japanese language teacher, viewing the "deviant subjectivity" of Japanese language teachers as a problem created due to a structure that only utilizes Japanese language teaching skills that can meet the "needs" of diverse learners, without considering individual educational perspectives.

Based on the issues above, this study explored how students who are alumni of Japanese studies departments of universities in Eastern Europe and have recently started a career in Japanese language education become "Japanese language teachers," based on a personal interview survey.

　As part of a case study in Eastern Europe, unstructured interviews were conducted with three graduates of the Japanese Studies Department of a Hungarian university currently involved in Japanese language education. The interview data collected were coded using the thematic analysis method (Braun & Clarke, 2006). The written data was then coded, and these sentences were compared and organized into specific categories.

　The following related themes emerged as a result of the data analysis: "following the Japanese language education I have received,"; "Japanese studies scholars and teachers as role models,"; "Exploratory education conducted individually,"; and "desire for a different teaching community from NIHONJIN teachers." Based on these results, we highlight the need for a discussion regarding developing Japanese language educators in Eastern Europe.