Perspectives on EMI among English Teachers at a Japanese Science University (Published)
Through the design and implementation of a survey, this paper has sought to better understand perceptions among educators in Japan concerning the readiness and necessity of English-taught programs in Japanese higher education institutions. The researchers surveyed both domestic and international teachers at a private science university in Japan and found that educators believe some struggles exist for Japanese students in English-taught classes. These struggles, specifically regarding cultural differences in teaching and learning styles, might hinder Japanese students’ acclimation to English-taught courses. The respondents also felt that English-taught programs were necessary and benefitted both international and domestic students.
Keywords: English as a medium of instruction, International Students, japanese higher education, passive learning
Culture of Active versus Passive Learning: Transformative Experience in Learning Qualitative Inquiry Course (Published)
This paper provides an important personal reflective journal emerging from the existing experience of qualitative inquiry course and analysis of international students’ experiences on the culture of active versus passive learning and how we can archive transformative learning. Based on the finding emerging from focus group interviews with international students, three general themes emerged, including teacher-students’ interaction, communication skills and International-Chinese students’ relationship as aspects promoting transformative learning. The author concludes that the active learning method was the best way to promote transformative learning among students. The study has implications for future research on the culture of active versus passive learning and on how transformative learning can be promoted in the university milieu.
Keywords: Transformative Learning, active learning, passive learning, qualitative inquiry