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Quality and Quantity: A Consideration of Educational Frameworks and Schemes
Get PDFThe tendency to reconstruct the university curriculum has been accelerated in Japan. Some universities attempt to extend the length of each lecture hour and adopt the quarter system. It seems epochal, but it could bring gaps between higher education and secondary education. In the age of universal university admission, universities in Japan face challenging issues and try to address them through the process of trial and error. In this paper, one issue a women’s university in the Kyushu region faces will be examined as a case study. It will be argued that any school curriculum should be planned by considering its spirit, tradition, and environment
The significance and challenges of student guidance and career guidance in secondary schools: Focusing on the “Student Guidance Guidelines” and the “Guidelines for Career Education in Junior and Senior High Schools”
No full textTranslation: Dana L. Robert, Christian Mission: How Christianity Became a World Religion, Chapter 5 “Women in Mission: Purity, Motherhood, and Women’s Well-being”
Get PDFFactors Affecting the Motivation of EFL University Students in Japan
Get PDFFactors influencing university students’ motivation were assessed using a questionnaire based on the following seven theories: hierarchy of needs, Maslow (1943), Herzberg’s two-factor flow theory (1959), expectancy theory, Vroom (1964), self-determination theory (SDT), Deci and Ryan (1985), goal-setting theory, Locke (1968), reinforcement theory, Skinner (1938), and equity theory, Adams (1963). The purpose of this study was to comprehensively evaluate the factors that influence university students’ learning motivation and analyze how these factors impact academic performance. Students attending a private women’s university in Fukuoka City, studying English as a Foreign Language (EFL), were invited to participate in the study. The questionnaire consisted of a 5-point ordinal Likert-scale (Likert, 1932) and open-ended questions. Results were analyzed between motivation scores and final grades with a correlation coefficient. There was a positive correlation. 43 (p < .001) between motivational scores and final grades. When Maslow’s hierarchy of needs were met it had a positive effect on grades. Also, students who consciously made the effort and planned to fulfil the course requirements themselves, did so. This study builds on current evidence regarding motivation tendencies of university students in Japan. It adds to the literature that examines characteristics of motivation levels of EFL learners in Japan. Future research should incorporate intelligence quotient (IQ) and emotions quotient (EQ) assessments. Not only the quality of lecture content need be checked, but also a deeper awareness of the basic needs a student requires is beneficial in order to offer optimal academic settings. Offering more tailored support, especially in the case of students relocating and living independently for the first time is one recommendation
Analyzing and Modifying Reading Activities for Japanese EFL Students with Dyslexic Tendencies
Get PDFFor many students with dyslexia, completing reading activities can be a frustrating endeavor, leading to a decrease in motivation and poor assessment scores. In Japan, the English as a foreign language (EFL) classroom may have students with dyslexia or who exhibit dyslexic tendencies (DT). Though awareness is growing, official recognition and support for students with dyslexia and DT remains limited. As inclusive education continues to grow in popularity in Japan, accommodating students with learning disabilities such as dyslexia will be a necessary part of curriculum development.
In this paper, I discuss ways that EFL teachers can analyze and modify reading activities to support students with DT. I analyzed reading passages from popular EFL textbooks using Text Inspector software to determine whether modifications to the reading materials were necessary to accommodate students with DT. The results of the Text Inspector analysis showed that some reading activities in popular textbooks were more difficult than publishers advertise. I also give examples of effective ways in which reading materials can be modified to support students with DT and improve outcomes in the EFL classroom. Modifications based on previously published guidelines to reading materials include word choice, formatting changes, and presenting materials with visual aids
