label: url

en: Learning How to Learn in Large Classrooms --- A Pilot Study of the `Learning How to Learn' Worksheet

en: Hyperion

ja: Hyperion


en: Understanding Japanese EFL Students' Preferences for a Live to an Audio Delivery of Shadowing in Terms of Seligman's (2011) PERMA

ja: Seligman(2011)のPERMAを基に日本人英語学習者がライブ・シャドーイングを好む理由について考える

en: Ninety-five EFL students at a Japanese university shadowed both a live and an audio-recording of a text delivered by the same teacher. Most students preferred shadowing the live delivery to the audio-recording. Their responses were organized according to Seligman's (2011) PERMA: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment. The current study found that the learners preferred the live shadowing because (1) the teacher adjusted her speed and pronunciation according to the students' understanding, (2) she paid attention to the students through eye contact, facial expression, and posture, and (3) observing her lip movement was helpful when listening.

en: Journal of Language and Literature, Faculty of Integrated Arts and Sciences, The University of Tokushima

ja: 徳島大学総合科学部言語文化研究


en: The Proof of the Pudding: Active Learning and Self-Regulated Learning Skills in University Classrooms

en: On CUE Journal

ja: On CUE Journal


en: The GAS that Fuels Motivation --- Satisfying the Need for Relatedness in the Guided-Autonomy Syllabus

en: Electronic Journal of Foreign Language Teaching


en: 学生の視点から見た学習環境の改善のすすめ --- Self-Access Center利用者の調査結果から

en: Journal of University Education Research

ja: 大学教育研究ジャーナル


en: Facilitating Autonomy to Enhance Motivation: Examining the Effects of a Guided-Autonomy Syllabus

ja: Electronic Journal of Foreign Language Teaching


en: Classrooms without Butterflies or Cold Feet --- Enhancing Emotional Intelligence in EFL Classrooms


en: Fostering Autonomy through Dialogue --- Is Counselor-learner Dialogue the Key in Fostering Learner Autonomy? Investigating Effective Approaches for Self-access Language Learning Centers


en: 学生の授業外学習時間の現状とこれからの課題

ja: 学生の授業外学習時間の現状とこれからの課題


en: 学習方略形成を中心とした英語授業に関する一考察

ja: 学習方略形成を中心とした英語授業に関する一考察


en: 個人的構成体理論と異文化感受性発達モデル --- 異文化感受性発達モデルの中心概念に迫る

ja: ハイペリオン


en: 学生の多様性に対応した授業設計とリスク管理

ja: 学生の多様性に対応した授業設計とリスク管理

en: 大学教育ジャーナル

ja: 大学教育ジャーナル


en: A Study on the Intercultural Sensitivity Level of Japanese University Students

ja: 日本人大学生の異文化感受性に関する一考察

en: Journal of Intercultural Communication

ja: 異文化コミュニケーション


en: NS-NNSの会話における共笑とその機能について --- Team-Learningの架け橋として

en: Hyperion


en: Gender and Listener Response Strategies: How Do Japanese Men and Women Manage talks as the Listener?

en: Language Laboratory

ja: Language Laboratory


en: On Back-channel Performance in an Intercultural Conversation in English: Between Japanese and a Native Speaker of English


en: International Student Policies: Perspectives from the United States, Europe, China, and Japan

en: International student mobility has become a significant aspect of higher education policies worldwide, contributing to cultural exchange, economic growth, and knowledge sharing. We conducted a comparative analysis of international student policies in four major regions: the United States, Europe, China, and Japan. This paper aims to offer insights into the diverse approaches taken by these regions to attract and retain international students.

ja: 留学生の流動性は世界中の高等教育政策の重要な側面となっており，文化交流，経済成長，知識の共有に貢献しています． そこで，米国，ヨーロッパ，中国，日本の 4 つの主要地域における留学生政策の比較分析を実施した．留学生を引き付け，維持するためにこれらの地域がとっている多様なアプローチから，これら政策の戦略，課題，成果を考察した．

en: 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報

ja: 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報


en: Fostering Global Partnership at Tokushima University: The Vital Role of Academic Agreements

en: Universities in Japan are putting efforts into establishing international academic agreements, as they recognize the benefits that these partnerships can bring in terms of research, academic exchange, and cultural understanding. This paper aims to show the current situation of international academic exchange agreements at Tokushima University (TU) in the context of Japans higher education. From the situation, breakdown, trends, and challenges of TUs international partnerships over the years, the authors show their perspectives on the vital importance of agreements are a keyway to collaborating, sharing resources, creating opportunities, promoting global understanding, and preparing students for a world where cross-cultural and international collaboration is becoming increasingly important.

en: Bulletin of International Office, Tokushima University


en: 徳島大学GRIP(第1期生・第2期生)の実践報告 ―新たな全学的なグローバル人材教育プログラム―

en: 徳島大学高等教育研究センターは2021年度前期から全学的なグローバル人材育成を目的をとしたプログラム「グローバル・パーソン集中プログラム(Global Person Resource Intensive Program(GRIP))」を開始した．本稿では2021年度前期(第1期生)と後期(第2期生)を取り上げ，その実践報告および効果を検証していく．分析は学生のアンケートを用いたが，英語力だけでなく異文化理解などの面においても一定の効果があり，GRIPにはグローバル人材育成において一定の効果があったことが明らかとなった．

en: 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報

ja: 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報


en: Campus Images: Implications from a Photo Exhibition

en: 本稿は，パンデミックが発生してからほぼ2年後の2021年12月から2022年1月に徳島大学で開催された写真コンテスト兼展示会の結果と展望を示しています．このコンテスト兼展示会は，徳島大学の学生とスタッフ全員に，キャンパスライフの思い出に残る体験と魅力を伝える機会として開かれました．写真の内容，説明テキスト，フィードバックフォームを分析しました． その結果，写真は大学の学生やスタッフの自己表現の潜在的なツールとなり，写真展はデジタルトランスフォーメーションの時代に大学のイメージを広げるための効果的なアプローチとして使用できることが実証されました．

en: Kiyo, International Office, Tokushima University


en: 日本人の英語学習時間について:これまでの学習時間とこれから求められる学習時間

ja: 日本人の英語学習時間について:これまでの学習時間とこれから求められる学習時間

en: Annual Report. International Center, The University of Tokushima

ja: 徳島大学国際センター紀要


en: Kiyo. International Center, The University of Tokushima

ja: 徳島大学国際センター紀要


en: 継続的自律外国語学習を支える自己評価に関する一考察

ja: 継続的自律外国語学習を支える自己評価に関する一考察

ja: 徳島大学国際センター紀要


en: アクティブラーニングを取り入れた授業∼外国人留学生と日本人学生混在の授業での試行

en: 2014年度徳島大学国際センター紀要

ja: 2014年度徳島大学国際センター紀要


en: 継続的自律英語学習の支援を目的とした授業における自己評価ワークシートの作成について

en: 2013年度 徳島大学国際センター紀要・年報

ja: 2013年度 徳島大学国際センター紀要・年報


en: 継続的自律英語学習におけるネガティブな感情への対応:マインドフルネスを中心とした対応の可能性を探る

en: 2012年度 徳島大学国際センター紀要・年報

ja: 2012年度 徳島大学国際センター紀要・年報


en: 継続的英語自律学習を支援するためのワークシート Learning How to Learn と自己評価用紙の作成について

en: 2011年 徳島大学国際センター 紀要・年報

ja: 2011年 徳島大学国際センター 紀要・年報


en: セルフ・コーチングに基づく自律英語学習支援に関する一考察 --- 大学生向け自律英語学習支援教材(Learning How to Learn)の概要

ja: 徳島大学国際センター紀要


en: 徳島大学国際センター紀要

ja: 徳島大学国際センター紀要


en: Fostering Teacher-Learner Interaction in the Classroom

en: Journal of University Education Research


en: Initial Investigation of a Meaningful Language Learning Center in the Making

ja: Journal of University Education Research


en: English: Do students need it? Do they want it?

en: 徳島大学留学生センター紀要

ja: 徳島大学留学生センター紀要


en: 効果的短期語学研修プログラムの開発を目指して --- 異文化感受性質問紙(IDI)による短期語学研修の効果測定

en: 徳島大学留学生センター紀要

ja: 徳島大学留学生センター紀要


en: 「聞き手」からの英語スピーキング指導の可能性

ja: 「聞き手」からの英語スピーキング指導の可能性

en: This paper discusses the potential possibility of applying current research findings on listener responses for the development of more effective speaking instructions for the novice Japanese learner of English. Listener is an active entity in communication and they conjointly construct a conversation with the speaker by sending various backchannel signals (Maynard, 1993) like "uh huh" and "yeah" and by making a variety of listening queries to the speaker (Ross, 1996). Though the listener is sometimes regarded as a passive entity in a conversation, they sometimes take over the speaker's "floor" (Hayashi, 1996) for a brief moment and take a lead of the local interactions like the speaker. For Japanese EFL learners, speaking is said to be the most challenging learning issue (ACTFL-ALC Press, 2000), and developing more effective speaking instructions is one of the most urgent issues to be considered. However, looking at the current trends of English speaking instructions in Japanese high schools, many teachers administer such high-risk communication activities (See Bennett, 2003) as speech presentation, debate and direct contact with international students, which can eventually rather decrease learners' learning motivation. To avoid this negative possibility of those communication activities, we propose in this paper that teachers should set some introductory classes for learners to learn how to behave in a conversation as the listener, not as the speaker, before starting more speaker-oriented communication activities. Listener responses in a conversation are generally shorter than the speaker's utterances and learning how to speak as the listener will be more suitable for the novice Japanese learners.

ja: This paper discusses the potential possibility of applying current research findings on listener responses for the development of more effective speaking instructions for the novice Japanese learner of English. Listener is an active entity in communication and they conjointly construct a conversation with the speaker by sending various backchannel signals (Maynard, 1993) like uh huh and yeah and by making a variety of listening queries to the speaker (Ross, 1996). Though the listener is sometimes regarded as a passive entity in a conversation, they sometimes take over the speaker's floor (Hayashi, 1996) for a brief moment and take a lead of the local interactions like the speaker. For Japanese EFL learners, speaking is said to be the most challenging learning issue (ACTFL-ALC Press, 2000), and developing more effective speaking instructions is one of the most urgent issues to be considered. However, looking at the current trends of English speaking instructions in Japanese high schools, many teachers administer such high-risk communication activities (See Bennett, 2003) as speech presentation, debate and direct contact with international students, which can eventually rather decrease learners' learning motivation. To avoid this negative possibility of those communication activities, we propose in this paper that teachers should set some introductory classes for learners to learn how to behave in a conversation as the listener, not as the speaker, before starting more speaker-oriented communication activities. Listener responses in a conversation are generally shorter than the speaker's utterances and learning how to speak as the listener will be more suitable for the novice Japanese learners.

en: 徳島大学留学生センター紀要

ja: 徳島大学留学生センター紀要


en: Assessment if a Diversity Training Program for Japanese University Students Using Intercultural Development Inventory (IDI)

ja: 異文化発達質問紙(IDI)を用いた多様性トレーニング効果の検証

en: The present study examines the general effect of a four-day diversity training program for 27 Japanese university students using the Intercultural Development Inventory (IDI) (Hammer, Bennett & Wiseman, 2003) and presents some tips to develop more effective training programs for Japanese university students. Bennett, M.J. (1986 ; 1993) presented the Developmental Model of Intercultural Sensitivity (DMIS), and IDI was developed as a tool to measure a person's intercultural sensitivity level on DMIS and to illustrate the person's cultural worldview orientation in terms of cultural differences. In DMIS, Bennett, M.J. (1986 ; 1993) assumes that a person's intercultural sensitivity (or worldview orientation) develops from ethnocentrism to ethnorelativism in six developmental stages: (1) Denial, (2) Defense/Reversal, (3) Minimization, (4) Acceptance, (5) Adaptation and (6) Integration. Pre-and post-IDIs were administered to the students to assess the general effect of the three-day training program. Although the program was not designed to facilitate the students' sensitivity development, results show that the students' overall intercultural sensitivity level progressed from Denial to Minimization. Finally, the study presents a discussion about how to design more effective training to Japanese university students.

en: 徳島大学留学生センター紀要

ja: 徳島大学留学生センター紀要


en: Designing English Classroon Based on Experiential Learning Theory

ja: 体験的学習理論に基づく英語授業設計

en: LET Kyushu-Okinawa Bulletin

ja: LET九州沖縄支部紀要


en: 教室に見る多様性と文化相対主義 --- 異文化コミュニケーションの立場から見た新たなる授業改革

en: Hyperion


en: On Japanese Floor Management Strategies: A New Dimension of Bakchannel

en: Journal of Language and Literature, Faculty of Integrated Arts and Sciences, The University of Tokushima


en: Why Do Speakers Say 'uh huh'?

ja: Why Do Speakers Say 'uh huh'?


en: On Cloze Tests as the Measurement of Learner's Achievement/Proficiency

en: KASELE Bulletin

ja: KASELE Bulletin


en: Conversational Cloze Tests and Oral Communication Ability

ja: 九州英語教育学会紀要


en: Japanese Back Channels and Shared Laughter in Multiparty Intercultural Conversation --- Between Japanese Participants and a Native Speaker of English

en: 英語学と英語教育

ja: 英語学と英語教育