Relevant bibliographies by topics / Japanese international university students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Japanese international university students'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Japanese international university students"

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Xu, Jun. "Why Japanese? Why Not Japanese?" Journal of International Students 10, no. 4 (November 15, 2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.

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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Lee, Ju Seong. "Challenges of International Students in a Japanese University: Ethnographic Perspectives." Journal of International Students 7, no. 1 (January 1, 2017): 73–93. http://dx.doi.org/10.32674/jis.v7i1.246.

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The author investigates what challenges four international students (Vietnamese, Filipino, Brazilian, and Chinese) faced and how they coped with these dilemmas in a Japanese language program during the first semester in 2014. Multiple apparatuses (e.g., field notes, face-to-face oral interviews, focal group conversations, and semi-structured written interviews) were employed to triangulate the data. The findings show four major challenges: Personal psychological issues, general living issues, sociocultural issues, and Japanese language issues. Additionally, supporting group, positive attitude, interaction with Japanese friends, financial assistance, and useful learning strategies are identified as coping strategies. The results will provide implications for international students as well as language instructors and program coordinators in a higher education institution to better assist the international students.
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Tamaoka, Katsuo, Akira Ninomiya, and Ayami Nakaya. "What makes international students satisfied with a Japanese university?" Asia Pacific Education Review 4, no. 2 (June 2003): 119–28. http://dx.doi.org/10.1007/bf03025354.

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Yoshimitsu, Kuniko. "Japanese home-background students at an Australian university." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 137–51. http://dx.doi.org/10.1075/japc.14.1.09yos.

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This paper deals with Japanese home-background students who enrolled in a full degree undergraduate program at an Australian university during 2000 to 2001. The study aims to identify and characterize the types of Japanese home-background students and establish a suitable classification of these students based on the findings. This study is an essential step in understanding the problems and the needs of these students in university learning. The findings are from a case study of 17 students, which are made up of seven local students and 10 international students.
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Hiratsuka, Hiroyoshi. "Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University." Journal of International Students 6, no. 4 (October 1, 2016): 956–66. http://dx.doi.org/10.32674/jis.v6i4.328.

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In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.
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Kim, Soonhyang, Burcu Ates, Yurimi Grigsby, Stefani Kraker, and Timothy A. Micek. "Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students." Journal of International Students 6, no. 2 (April 1, 2016): 431–50. http://dx.doi.org/10.32674/jis.v6i2.365.

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The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.
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Lim, Won-Tack. ""Professional Psychological Help-Seeking Attitude of Asian International Students in Japan"." Journal of Evidence-Based Psychotherapies 21, no. 2 (September 1, 2021): 117–26. http://dx.doi.org/10.24193/jebp.2021.2.14.

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"As globalization advances, the world's international student population has continuously risen. Among this enlarged population, numerous students face adjustment problems after realizing unfamiliarity with the host culture at certain points in their sojourns, which often trigger severe psychological distress. Previous studies conducted in the U.S. university settings have pointed to the underutilization of mental health resources by international students as one of the primary risk factors for the betterment of psychological health. Up to the present, however, there is very limited research carried out in places other than leading countries of North America and the British Commonwealth on the topics of international students’ mental health. Different from the predominant research settings of existing research, this article attempts to clarify the distinction in professional help-seeking willingness between Japanese domestic students and international students from other Asian regions who were enrolled in a Japanese university, performing an independent Two-sample Z-test analysis. The result of the findings showed that both Japanese domestic students and Asian international students scored below average in willingness to seek professional help from mental health providers. It also demonstrated that the degrees of local students’ help-seeking willingness did not significantly differ from those of international students. Implications, limitations, and recommendations for future research are also discussed."
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Yuriko, Sato. "Asian students’ brain circulation and Japanese companies." Asian Education and Development Studies 9, no. 1 (October 8, 2019): 105–16. http://dx.doi.org/10.1108/aeds-02-2019-0044.

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Purpose The purpose of this paper is to explore the relationship between the brain circulation of Asian graduates of Japanese universities and Japanese companies by picking up China, Thailand, Indonesia and Vietnam, which are among the top countries which send students to Japan and host Japan-affiliated companies. Design/methodology/approach Questionnaire responses of Japanese university graduates from four countries are compared, especially between those who work for Japanese companies in Japan and in their countries of origin (COO), coupled with existent data analysis, interviews of these graduates and human resources (HR) managers/executives of Japanese companies. Findings A mobility of Japanese university graduates from Japan to their COO has been promoted by an increase in Japan-affiliated companies in their COO, which tend to offer better working environment than Japanese companies in Japan. Practical implications Japanese companies need to provide better working conditions to able local staff in overseas subsidiaries in order to recruit and retain the returned graduates of Japanese universities and to realize mutually beneficial brain circulation. Originality/value The role and constraints of study destination companies in relation with international students’ brain circulation were explored based on empirical study.
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Parada, Roxana, Reiko Ikeda, Takayuki Ando, Masako Hishida, Hiroshi Takeda, Dagnachew Aklog, Kurie Otachi, and Kumi Yasunobu. "Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs." Journal of Education and Learning 7, no. 5 (June 19, 2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.

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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.
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Ishikura, Yukiko. "International learning experiences at home in Japan: The challenges and benefits of taking English-medium courses for Japanese students." Learning and Teaching 9, no. 3 (December 1, 2016): 42–61. http://dx.doi.org/10.3167/latiss.2016.090304.

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English-medium degree programmes are one of the trends within the internationalisation of higher education in Japan. The recent university internationalisation project, Project for Establishing University Network for Internationalization, or Global 30 is a good example. English-medium degree programmes attract a larger and more diverse international student population to study in Japan and create an on-campus international learning environment for both local and international students. This article aims to shed light on what attracts Japanese students to such an on-campus international learning experience and the kinds of challenges they face in taking English-medium courses. The results of my research show that English as a medium of instruction is a good tool to attract Japanese students, but the quality and relevance of what is being delivered are also significant. Japanese students are willing to challenge themselves in a different learning environment, but they tend to do so without seeking support, which in turn limits their learning.
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Dissertations / Theses on the topic "Japanese international university students"

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Kurogi, Atsuko. "Communication stress and coping strategies among Japanese university students in the United States." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4072.

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The significant increase of Japanese students studying in the United States suggests an increase in interactions with Americans. However, it does not mean that Japanese are aware of intercultural communication. They may experience stress in their interactions and their acculturative process because of cultural differences. They also may try to cope with the stress in their own way. Their stress and coping strategies may affect their academic performance, which is the most important aspect in their student life. The purpose of this study is to examine whether there is any relationship among communication stressors, coping strategies, perceived academic self-efficacy, self-statement of grade point average (GPA), and biodemographic variables. The questionnaire was handed to 100 Japanese university students studying in Portland, Oregon and Vancouver, Washington.
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Thurston, Joy Gwen. "Japanese university students concepts of reading English and Japanese." Thesis, University of Bath, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493820.

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There are two aims of this research. The first is to gain an understanding of Japanese university students' concepts of reading English as a second language. This focuses on what they read, why they read and their attitudes towards reading a first and second language (LI and L2). The second is to develop and demonstrate the use of a culturally valid approach to research. Aspects relating to all dimensions of research are fully and transparently described to show how culturally valid research was accomplished. A study of 305 Japanese university students in Tokyo was conducted using questionnaires concerning the frequency of reading Japanese (L1) and English (L2), the students' purposes for reading English in the future and their ideas relating to reading English and Japanese. Supportive interviews with six of the students were also conducted to provide further perspectives. Quantitative data was statistically analysed to identify trends and relationships and qualitative data was coded using categories grounded in the students' responses. The findings of this study provide a better understanding of many aspects of Japanese university students' concepts of reading and reveal that reading Japanese and English is an integral part of their lives. They also demonstrate the interactive relationship between reading L1 and L2; they provide a possible model of the construct of reading in both L1 and L2; they expand the parameters of the context of reading; and they have potential application to teaching. Moreover, this study demonstrates the value of using a culturally valid approach and provides an illustrative example of guidelines for conducting research in a culturally valid way that can be applied to research in other contexts.
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Takagi, Kristy King. "Predicting Academic Success in a Japanese International University." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127937.

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CITE/Language Arts
Ed.D.
The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and hensachi
Temple University--Theses
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Suzuki, Ayako. "Japanese supplementary schooling and identity : second-generation Japanese students in Queensland /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18995.pdf.

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Parsons, Treena A. "Retaining international students : identifying the needs of international students attending Memorial University of Newfoundland /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54946.pdf.

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Galloway, Nicola. "An investigation of Japanese university students' attitudes towards English." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/345128/.

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As a global language, English has spread to the extent that non-native speakers now outnumber native speakers. In the last few decades, a body of research literature has emerged demonstrating the decreasing global relevance of native English speakers, and calling for a re-evaluation of English Language Teaching (ELT) practices, in order to better prepare students for using English as a global lingua franca. However, students’ needs and attitudes towards English and ELT must be fully investigated before curriculum changes can be suggested. Many attitude studies conclude that students favour native varieties of English. However, such research often uses single research methods and very few relate attitude studies to ELT. Further research is required regarding students’ attitudes towards English, the factors influencing these attitudes and how they relate to ELT. Moreover, few studies have investigated these proposals in any depth or explored the impact of course instruction in the global uses of English on students’ attitudes. This thesis is an investigation of Japanese university students’ attitudes towards English and English teachers in relation to the use of English as a lingua franca (ELF). In order to widen the scope of understanding, this research employed a mixture of quantitative and qualitative measures to obtain data about the participants and their attitudes. Thus, questionnaires, interviews and focus groups were used. Following the introduction, chapter two and three provide a literature review. Chapter four outlines the methodology, and the results are presented in chapters five, six and seven. Chapter eight presents a discussion of the results and the implications of this study for teaching English are discussed in chapter nine. The findings suggest that English is seen as a language belonging to native English speakers and those students want to learn native English. However, the results highlighted that a number of factors influence students’ attitudes. The findings also demonstrated that the study of Global Englishes influenced students in a number of ways, including their motivation for learning English, attitudes towards varieties of English and attitudes towards English teachers. It encouraged them to question notions of ‘standard English’, was helpful for future ELF communication and raised their confidence as English speakers. In sum, the findings of this study provide an empirical basis for a re-evaluation of ELT and suggest that Global Englishes Language Teaching is something that should be further investigated.
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Matikainen, Tiina Johanna. "Semantic Representation of L2 Lexicon in Japanese University Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/133319.

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CITE/Language Arts
Ed.D.
In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent. Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs. The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items. The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1.
Temple University--Theses
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Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.

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This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications for teachers and government officials in Japan, as well as for teachers and university administrators in the U.S., are discussed.
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Omar, Ali A. (Ali Abdullah). "Problems of International Students as Perceived by International Students and Faculty in a Public University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332104/.

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This study focuses on the problems of international students as perceived by both international students and faculty in a public university. The major purposes of the study are to determine if there are significant differences in perceptions of the problems of international students between international students and faculty members, between groups of international students, and between groups of faculty members. A modification of an international student problem inventory instrument was used to collect data from 371 international students and 316 faculty members. Thirteen hypotheses were tested using frequency and percentages, analysis of variance, multivariate analysis of variance, and univariate analysis of variance, as required according to the data collected and the hypothesis being tested.
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Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.
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Books on the topic "Japanese international university students"

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Kikō, Nihon Gakusei Shien, ed. Heisei 18-nendo Nihon ryūgaku shiken [EJU]: Shiken mondai = 2006 examination for Japanese university admission for international students. Tōkyō: Nihon Gakusei Shien Kikō, 2006.

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Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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Richard, Pennington. Coming to Texas: International students at the University of Texas. Austin: Ex-Students' Association of the University of Texas, 1994.

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Obong, Edet E. Nonacademic needs of international and noninternational college and university students. New York: Vantage Press, 1997.

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Riddell, Kay. International Student Centre: How it all began. [Toronto: s.n., 1985.

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The international student's guide to the American University. Lincolnwood, Ill., USA: National Textbook Co., 1991.

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Daigaku, daigakuin ryūgakusei no Nihongo: Japanese for international college graduate students. Tōkyō: Aruku Kabushiki Kaisha, 2001.

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Education, California Legislature Assembly Committee on Higher. Hearing on international students and student visas: Tuesday, November 27, 2001, Stanford University, Palo Alto, California. Sacramento, CA: The Committee, 2001.

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Gill, Jerry Leon. A history of international programs at Oklahoma State University. Stillwater: Oklahoma State University, 1991.

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Yap, Angela Fui Cheng. International student's manual: A proven path to an American university degree & prosperity. Lake Arrowhead, CA: Arrowhead Pub., 1996.

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Book chapters on the topic "Japanese international university students"

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McAuliffe, Michael, and Gavin Brooks. "The Development of a Listening Course for Japanese University Students." In International Perspectives on Teaching the Four Skills in ELT, 51–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_4.

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Talandis, Gerald, and Michael Stout. "Towards New Understandings: Reflections on an Action Research Project with Japanese University Students." In International Perspectives on Teacher Research, 14–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137376220_2.

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Rivers, Damian J. "The Self-Other Positioning of International Students in the Japanese University English Language Classroom." In Transcultural Interaction and Linguistic Diversity in Higher Education, 188–214. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137397478_9.

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Enzimar Putri, Darni, and Rachmidian Rahayu. "The Error Analysis on the Usage of Jisei in Sakubun: Case Study of Japanese Language Students of Andalas University." In Proceeding of The 13th International Conference onMalaysia-Indonesia Relations (PAHMI), 67–71. Warsaw, Poland: Sciendo, 2019. http://dx.doi.org/10.2478/9783110680003-013.

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Suzuki, Sakae, and Marshall R. Childs. "Drawings Reveal the Beliefs of Japanese University Students." In New Directions in Language Learning Psychology, 159–83. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23491-5_10.

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Fukuzawa, Rebecca Erwin. "English Proficiency and Internationalization Among Japanese University Students." In The Impact of Internationalization on Japanese Higher Education, 53–67. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-169-4_4.

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Okamoto, Takashi. "Japanese Students’ Perception of B2C." In The 8th International Conference on Knowledge Management in Organizations, 451–62. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7287-8_36.

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Black, Grant. "The Japanese university and international competition." In Education Reform Policy at a Japanese Super Global University, 48–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003011378-5.

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Bottomley, Jane. "Writing at university." In Academic Writing for International Students of Science, 20–35. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003118572-3.

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Okamoto, Takashi, Jiro Yatsuhashi, and Naoki Mizutani. "Japanese University Students’ Acceptance of Cross-border Electronic Commerce." In Communications in Computer and Information Science, 106–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1758-7_9.

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Conference papers on the topic "Japanese international university students"

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Oktarina, Diana Rizki, and Nuria Haristiani. "Pragmatic Transfer in Japanese University Students’ Requests." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.034.

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Pilishvili, Tatiana, and Ayako Kano. "SUBJECTIVE WELL-BEING AMONG RUSSIAN AND JAPANESE UNIVERSITY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0048.

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Supriatnaningsih, Rina, Rustono Rustono, Edi Astini, and Tatang Hariri. "The use of Japanese politeness markers by university students." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290239.

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Kawashima, Rei, Shinichi Nakasuka, and Tetsuo Yasaka. "A Perspective on International Collaborative Programs in UNISEC - Challenges of Japanese University Students -." In 57th International Astronautical Congress. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.iac-06-e1.2.07.

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Ivanova, Tsvetomira. "STUDY IN JAPAN AND JAPANESE LANGUAGE CONTESTS (COVID19) REVISED: ATTITUDE AND MOTIVATION OF JAPANESE STUDIES UNIVERSITY STUDENTS (SOFIA UNIVERSITY, BULGARIA)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1438.

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Fukuoka, Yuko. "JAPANESE LANGUAGE LEARNER ANXIETY: A CASE STUDY OF CHINESE UNIVERSITY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0642.

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Todo, Naoya, Yuan Sun, and Shunya Inoue. "Effects of Perceived Autonomy on Student Engagements and Academic Performance in Japanese University Students." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.140.

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Mintarsih, Bambang Yulianto, Subandi, Urip Z. Fanani, and Nise S. Sasanti. "Japanese Compound Sentences of Syntactic Structure Acquisition in University Students’ Speech." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.126.

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Miura, Ichiro. "Production and perception of English sentences spoken by Japanese university students." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-447.

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Honda, Hiroshi. "Conquering Language Barriers and Cultural Gaps Between Japan and the West and Role of International Education: Lessons Learned From the Author’s Cases as International Student, Engineer and Energy Economist." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-66210.

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The subject of paper discusses the author’s experiences as a graduate student at the Pennsylvania State University and in the United States, and international professional experiences thereafter, including the activities for the United Nations (UN), International Energy Agency (IEA), Asia Pacific Economic Cooperation (APEC) Energy Working Group, and ASME International. The international professional experiences involved energy economics, the environment and engineering issues, and teaching of industry, business, economy, energy, the environment and engineering focused courses and lectures, in English and Japanese, at universities and Institute for the International Education of Students (IES), among others. The author’s educational background in Japan is also introduced to describe the cultural differences and language barrier between Japan and the West, which the author has encountered for the past sixty years, to substantiate an academic report that it takes seven times as much time for a Japanese to become proficient in English as for a Spanish to reach the same level in English proficiency. The synergetic/collaborative approaches for the international education of both Japanese and international students, is also discussed, based on lessons learned from the author’s experiences.
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Reports on the topic "Japanese international university students"

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van der Erve, Laura, Elaine Drayton, and Jack Britton. Drop in international students would imperil university finances. Institute for Fiscal Studies, April 2020. http://dx.doi.org/10.1920/bn.ifs.2020.bn0283.

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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. A Passage to America: University Funding and International Students. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22981.

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Kurogi, Atsuko. Communication stress and coping strategies among Japanese university students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5956.

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Kikuchi, Mami. Investing and Vesting International Students' Expressive Resources in Social Capital at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.130.

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Yamashita, Miki. Japanese International Graduate Students in U.S. Higher Education Classrooms: An Investigation of their Pedagogical and Epistemological Challenges and Supports. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3318.

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Pioquinto, Alfonso. An Assessment of the Adequacy of the Services of an Urban Public University for International and U.S. Students: a Comparative Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1278.

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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Savchenko, Sergii V., Svitlana O. Shekhavtsova, and Vladimir I. Zaselskiy. The development of students' critical thinking in the context of information security. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4420.

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The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
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