Yoko Hirata

Learning Management System: Japanese Student Perceptions and Expectations

Recently leaning management systems (LMS) have been widely used in Japanese tertiary institutions as tools to assist students to submit assignments and communicate with each other online. The system is also effective for the instructor in customizing materials, assessing student accomplishments, and recording their participation. Although the technical aspects and efficacy of LMS have been extensively discussed, little research has been conducted regarding how novice computer users perceive the use of this technology. This study examines Japanese undergraduate students’ perceptions of using LMS in different educational settings. In addition, it looks at the benefits and drawbacks of LMS for their language studies. Based on a year-long empirical data study of the students’ use of LMS in blended learning courses, their perceptions and expectations have been examined. The results suggest that the students’ perceived benefits and drawbacks with LMS are different depending on individual students’ ideas of and attitudes towards education.

Data-Driven Learning and Learner Interviews in a Japanese Context

This paper outlines the research conducted for the purpose of examining the efficacy of data-driven learning (DDL) tasks and semi-structured interviews implemented in the Japanese tertiary education. Specifically, the attitudes of students, divided into three proficiency levels, towards the tasks in a hybrid language learning course were analyzed. A brief background of this study is provided, followed by the description of DDL in a Japanese educational setting. Then the aims and the results of the present study are explained. The findings suggest that student perceptions of DDL tasks differs significantly according to several major factors, such as an ability to reflect upon their previous learning experiences and differentiate between the benefits and drawbacks of the task. It can be concluded that interviews are effective tools for the instructor to provide different types of students with different instructions for successful implementation of DDL in hybrid learning environments.

Two Different Types of Corpora: Japanese Students’ Perceptions

The recent interest in utilizing a large collection of authentic electronic language resources, called a corpus, has increased in tertiary institutions to facilitate student language learning. The examination of a corpus has made it possible for students to analyze multiple language examples and the patterns of co-occurred words. This approach, referred to as ‘data-driven learning’, assists students in becoming more aware of language use and patterns of various forms. This paper outlines the research conducted for the purpose of examining how Japanese students perceive the efficacy of exploring different types of corpora: one corpus familiar to students, and the other, the Brown Corpus which was unfamiliar to students. Specifically, the focus was on examining the relationships between the students’ proficiency levels and their perceptions of using different types of corpora.

E-Learning Courseware for Language Education in Japan: Its Application and Student Perceptions.

Abstract Commercial e-learning courseware for English education has been widely used in Japanese universities as an effective tool to assist students in improving their overall English skills. The courseware that is described in this paper is believed to be useful for teachers to assess students’ progress and evaluate their dedication to English study. Despite the fact that various remarkable technical features have been discussed, not much research has been done to investigate student evaluation of courseware. This paper outlines a study carried out to investigate how Japanese undergraduate students rate commercial online courseware for their English study and what the relationship is between their appreciation of courseware and their educational background. The findings suggest that although different students exhibit different preferences there is a close relationship between the benefits of courseware and their previous language-learning experiences.

Planning for Better Instruction: Learner Interviews for Flefxible Education in a Japanese Tertiary Curriculum

This paper outlines a series of face-to-face semi-structured interviews conducted in a Japanese tertiary-level English classroom. It begins with an explanation of the background search underlying the chosen interview process and how the interview data were analysed and followed by how a description of the major characteristics of the students’ feedback changed over the course of the academic year. The findings illustrate the importance of providing students with opportunities to express their honest opinions openly and directly to their instructors so that the instructors can improve their teaching methods and materials and shape their curricula.

Students' Evaluation of SkELL: The 'Sketch Engine for Language Learning'.

The recent development of authentic language data called corpora has made it possible for linguists to create more reliable dictionaries and do linguistic research. The resources are valuable in that they help students learn various lexical and grammatical patterns such as collocations. However, corpora are not used as mainstream teaching materials at schools. It is assumed that for those who haven’t had sufficient online language learning experiences, such as Japanese students, it could be difficult to appreciate the efficacy of these resources. Unfortunately, little research has been conducted regarding how students view the utilization and efficacy of these online language resources. This study aims to assess the utility of the corpus driven web-interface, SkELL (Sketch Engine for Language Learning) through students’ own evaluations of the tool, as part of an English course at their Japanese university. The major benefit observed by the students was the freedom to access a very large amount of raw English language data, which they can use to investigate various lexical and grammatical combinations related to their studies without additional cost. While the learning curve for SkELL is not as steep as traditional corpus tools, detailed guidance from instructors remains necessary to ensure students are able to take full advantage of the platform.

Japanese Students’ Utilization of Courseware in a Blended Learning Environment

This paper outlines research conducted into what Japanese undergraduate students think about utilization of commercial online courseware in a blended language learning course; I also demonstrate apparent benefits and problems with introducing courseware in Japanese educational settings. A brief introduction of the concepts of CALL and availability of ICT in Japan is provided, followed by a short description of English language teaching in Japanese educational settings. The present study and its results are then explained. The findings show that different students had different opinions of the effectiveness of the courseware – less than half of them appreciated the benefits of the courseware, while the rest raised computer-related problems with learning English through it. It is crucial for teachers to determine how to construct face-to-face learning environments in order to accommodate students’ different demands and requests in blended learning classrooms.

Utilization of COCA by Japanese Students

Recently it has become evident that the utilization of corpora (large searchable catalogues of native language text) assist students in fostering better understandings of collocations, grammar patterns, and other lexical patterns. However, in Japanese educational settings, there are comparatively fewer reports of success. How Japanese students specifically may best utilize corpora in their language learning is not yet well understood. This study looks at the outcomes for Japanese university students who were instructed in the use of the Corpus of Contemporary American English (COCA) as part of a communicative language course. It also presents students’ opinions with regards to the use the corpus; how useful they felt it was, and whether or not they felt it helped them achieve success in the course. Some important implications are explored and suggestions are made for future attempts at utilizing open language resources in tertiary educational settings.

Getting Japanese Students to Engage in an Online Discussion Forum

Recently discussion boards have been widely used in Japanese tertiary institutions as educational tools to assist students to communicate with each other online. The system is also effective for the instructor in encouraging students to fully participate in classroom activities. Although the asynchronous approach provided by discussion forums has been developed and integrated into courses in Japanese educational settings, little research has been conducted regarding how novice users perceive the use of this technology. This study examines Japanese undergraduate students’ perceptions of using discussion forums in a collaborative writing task. In addition, it looks at the benefits and drawbacks of this technology for maximizing their English study. Based on a semester-long empirical data study of the students’ use of online discussion forums in a Hybrid Learning Course, their perceptions about the integration of forums have been examined. The results suggest that the students enormously benefited from online discussion forums such as improving critical thinking and problem-solving skills, as well as taking more responsibility for the writing process.

Students’ Self-reported Assessment of E-Dictionaries

In recent years e-dictionaries have been getting enormously popular in Japan. A variety of small pocket electronic dictionaries (PEDs) are gaining popularity, especially among high school and university students. Dictionaries which are contained in personal digital assistants (PDAs), including the iPhone and cellular phones, have also been used by students. In addition to these handy pocket-sized tools, dictionaries are now available online, free of charge, created by publishers and educational institutions. Recently, computers have become accessible to the public in Japan, these online dictionaries have recognized as useful tools for students to study with. However, little research has been conducted regarding how students view these different kinds of e-dictionaries. This study examines students’ perceptions of different types of e-dictionaries and looks at what they think about various effects of dictionary use in different educational situations. The results of this study suggest that advantages and disadvantages of e-dictionaries are perceived differently in different educational contexts. The findings also suggest some important implications regarding how instructors should encourage students to utilize these dictionaries in the classroom.