International Christian University Repository / 国際基督教大学リポジトリ
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On reducing prosodic domains to phases : successes and challenges
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A quantitative exploration of the kobushi technique by Minami Kizuki
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Developing Creativity in Academic Reading and Writing Courses
Full text linkCreative thinking and critical thinking were, for a long time, seen as distinct.
Since the 1980s, this distinction has been challenged and it is now ognised
that the two are closely connected. Indeed, critical thinking and creative thinking are regarded as highly desirable, if not essential, dispositions among undergraduates and employees. Significantly, creative thinking is recognised in publicity materials at International Christian University. However, the English for Liberal Arts (ELA) curricula and syllabi documents make little or no reference to creative thinking. We believe that this is an important oversight.
This paper therefore outlines the need for the ELA to pay more explicit attention to fostering creativity among its students by developing a shared understanding of its meaning, by purposefully implementing classroom activities to enhance creative thinking, and by amending the curriculum and syllabus documents.departmental bulletin pape
An English Learner's Agency in Writing a Senior Thesis in English: a Qualitative Case Study
Full text linkThis case study explores an EFL learner's agency in writing his senior thesis in English. The research questions are: (1) What challenges does a learner face in writing his senior thesis in English? (2) What agentic behaviors and strategies are used to cope with the challenges? The study focuses on a senior student enrolled at a liberal arts university where English and Japanese are the official languages. The researcher interviewed him five times during his senior year at the beginning
of the study, about every two months, and after submitting his senior thesis. The interview data and the journal were analyzed using the Modified Grounded Theory Approach (Kinoshita, 2003). The findings revealed that this learner faced three types of challenges: 1) Challenges from the content, 2) Challenges from the language, and 3) Challenges from his personal life. The learner exercised agency and utilized various resources to overcome these challenges, including study skills, support networks, digital tools, and language learning strategies. The findings may
have implications for language instructors, thesis advisors, and universities who support students in preparing to write their senior thesis in English.departmental bulletin pape
Fostering critical thinking and its process in higher education : the case of general education on environmental studies
Full text link本研究の目的は，高等教育の学修成果の可視化に関するOECDの国際プロジェクトの一環として，2019年から2022年に，一般教育科目「環境研究」の授業において実施した批判的思考力の評価の分析結果を事例に，高等教育分野において未だ蓄積の浅い批判的思考力の学修評価の方法論とアプローチを導き出すことである。具体的な研究方法として，探究力，想像力，行動力，省察力の4つの領域における，学生の3時点での自己評価質問紙調査および授業後のフォーカス・グループ・インタビューを用いた。その結果，3時点測定法の有効性が確認された。また，一貫した連続性のあるカリキュラムデザイン，批判的思考力を発揮し行動する機会の提供と支援が，批判的思考力の習慣化と学びのスパイラルの過程の実現において重要であることが示唆された。This article aims at examining an emerging learning outcome assessment methodology and an approach to nurturing critical thinking abilities in higher education by examining the case of a General Education course in Environmental Studies conducted between 2019 and 2022 as part of the OECD’s international project on visualization of learning outcome of higher education on creativity and critical thinking. As a methodology, we conducted a statistical analysis to examine the perceived competencies before and after the course as well as students’ reflections after the course on their initial competencies and conducted a focus group interview with selected students in four domains of inquiring, imagining, acting, and reflecting. Given the results, we confirmed the effectiveness of the three-point assessment. Furthermore, the study implies that the consistency and continuity in the curriculum design and opportunities for students to practice and act on their critical thinking are essential for habituation of critical thinking and realizing its spiral learning process.departmental bulletin pape
The relationship between the plurality of the contexts of privacy and information ethics : focusing on the problems of communication with SNS
Full text linkControlling privacy is important in communication with social media such as SNS (Social Networking Service). However, it is difficult for young people, especially teens, to succeed in doing so in many cases. The aim of this paper is to consider this difficulty by focusing on the relationship between the plurality of the contexts of privacy and information ethics.Some information ethicists claim the importance of the norms which can be applied to every context, which is a universalistic view, while the contexts of privacy are plural. Helen Nissenbaum points out the flow of information can be appropriate when its context is integrated. She says that almost everything happens in a context, whose integrity should be governed by norms. Contextual integrity is maintained when two types of norms are upheld, that is, norms of appropriateness and norms of distribution.Young people try to control the flow of information when they communicate with SNSs, but they do not necessarily succeed in their attempts. One of the main causes of this difficulty is the network status of contemporary public, as danah boyd discusses. The flow of information will be maintained as long as the true audience matches their imagined audience. For example, they upload pictures in the scene of playing a plank addressed to their friends as their imagined audience, but their parents and teachers who do not necessarily share their context may find the pictures, which is called context collapse.There are several strategies to avoid context collapse, such as using different SNSs for different contexts in accordance with the imagined audience. Of course, they can set their accounts private or block someone, but these choices may have a negative influence on their relationship. Another strategy young people often use is restricting information open to the public. The example given by boyd is creating a “light version” of one’s life, that is, sharing at least a little bit on SNSs affords one more privacy than sharing nothing at all. The appearance of unlimited sharing enables one to prevent the audience from asking about what is actually happening.However, boyd says that young people need to acquire the skills to be digitally savvy through active learning to control networked privacy properly. Privacy in the networked public is not a static construct but a process to have control over a social situation by managing the flow of information and its context. Therefore, applying the uniformed criteria paternalistically to every context is not useful anymore. Considering the plurality of the contexts, information ethics should be defined as a frame of reference that does not show one unique solution, with which people reconsider their contexts continuously through active learning so that they could achieve networked privacy.departmental bulletin pape