Relevant bibliographies by topics / Japanese students – Japan – Attitudes

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

Academic literature on the topic 'Japanese students – Japan – Attitudes'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Japanese students – Japan – Attitudes"

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Yamazaki, Mizuki. "Factors influencing Asian students' attitudes toward Japan and the Japanese." Japanese journal of psychology 64, no. 3 (1993): 215–23. http://dx.doi.org/10.4992/jjpsy.64.215.

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Sasayama, Shoko. "Japanese college students' attitudes towards Japan English and American English." Journal of Multilingual and Multicultural Development 34, no. 3 (May 2013): 264–78. http://dx.doi.org/10.1080/01434632.2013.767341.

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Kobayashi, Emiko, and David P. Farrington. "Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States." International Journal of Offender Therapy and Comparative Criminology 63, no. 10 (February 21, 2019): 1876–95. http://dx.doi.org/10.1177/0306624x19832168.

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The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.
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Kobayashi, Emiko, and David Farrington. "Why Do Japanese Bully More than Americans? Influence of External Locus of Control and Student Attitudes Toward Bullying." Educational Sciences: Theory & Practice 20, no. 1 (January 28, 2020): 5–19. http://dx.doi.org/10.12738/jestp.2020.1.002.

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It is widely accepted that Japanese, compared to Americans, commit fewer criminal and other forms of deviant acts. However, there is evidence that Japanese students have an unusually high prevalence of bullying. In the current study, we develop a rationale for predicting that Japanese students, relative to Americans, should be oriented more strongly toward an external locus of control and have more favorable attitudes toward bullying, which, in turn, might explain why student bullying is more prevalent in Japan than in the U.S. Analyses of comparable survey data from college students in Japan (N = 584) and the U.S. (N = 623) provide generally supportive evidence for our predictions. In agreement with expectations, Japanese students committed more bullying acts during their high school days than Americans. Further, Japanese students were oriented more strongly toward an external locus of control and had more favorable attitudes toward bullying. After controlling for both an external locus of control and student attitudes toward bullying, the initially significant difference between the two samples in student bullying disappeared. We discuss the utility of comparative research to increase our understanding of cross-national differences in student bullying. We suggest that longitudinal comparative data on an external locus of control and student attitudes toward bullying, both of which reflect individual cognitive orientations, are an important resource for further development of school intervention programs around the world.
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Taylor, Charles R., George R. Franke, and Michael L. Maynard. "Attitudes toward Direct Marketing and its Regulation: A Comparison of the United States and Japan." Journal of Public Policy & Marketing 19, no. 2 (September 2000): 228–37. http://dx.doi.org/10.1509/jppm.19.2.228.17127.

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The authors propose that the high-context nature of Japanese communication and the collectivistic nature of Japanese culture have an impact on attitudes toward direct marketing and its regulation. The results of a survey of Japanese and U.S. university students suggest that certain types of direct marketing messages are less effective in Japan than in the United States. The results also indicate a greater willingness by Japanese respondents to support regulation of direct marketing practices. The authors discuss managerial implications of the findings for multinational marketers and advertisers and suggest public policy implications for direct marketing in Japan.
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Crystal, David S., Kazuo Kato, Sheryl Olson, and Hirozumi Watanabe. "Attitudes Towards Self-change: A Comparison of Japanese and American University Students." International Journal of Behavioral Development 18, no. 4 (December 1995): 577–93. http://dx.doi.org/10.1177/016502549501800401.

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This study examined attitudes related to the possibility of changing cognitions and behaviours among samples of college students in the United States and Japan. Students were asked to identify three things about themselves that they wanted to change, the method they would use to effect these changes, how difficult they thought making such changes would be, and how much they desired to make the changes. Japanese and US students differed significantly in the frequency with which they mentioned all seven aspects of the self that were targeted for change. Students in the United States expressed a desire to improve their sociability, academic achievement and cognitive abilities, physical appearance, and sense of individuality. Students in Japan were most concerned about enhancing their relationships with others, self-control and motivation, and ability to manage practical affairs. In addition, US respondents were more likely than their Japanese counterparts to use behaviour-oriented strategies, to believe it was easy to make self-changes, and to indicate a strong desire to improve the self. The findings are discussed in the context of theories describing different cultural construals of self, and of empirical research on differences between collectivistic and individualistic cultures.
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Murata, Kiyoshi, Yasunori Fukuta, Yohko Orito, and Andrew A. Adams. "Few youngsters would follow Snowden’s lead in Japan." Journal of Information, Communication and Ethics in Society 15, no. 3 (August 14, 2017): 197–212. http://dx.doi.org/10.1108/jices-08-2016-0026.

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Purpose This paper aims to deal with the attitudes towards and social impact of Edward Snowden’s revelations in Japan, taking the Japanese socio-cultural and political environment surrounding privacy and state surveillance into account. Design/methodology/approach A questionnaire survey of 1,820 university students and semi-structured follow-up interviews with 56 respondents were conducted, in addition to reviews of the literature on privacy and state surveillance in Japan. The outcomes of the survey were statistically analysed, and qualitative analyses of the interview results were also performed. Findings Snowden’s revelations have had little influence over Japanese youngsters’ attitudes towards privacy and state surveillance, mainly due to their low level of awareness of the revelations and high level of confidence in government agencies. Practical implications The study results imply a need for reviewing educational programmes for civic education in lower and upper secondary education. Social implications The results of this study based on a large-scale questionnaire survey indicate an urgent necessity for providing Japanese youngsters with opportunities to learn more about privacy, liberty, individual autonomy and national security. Originality/value This study is the first attempt to investigate the social impact of Snowden’s revelations on Japanese youngsters’ attitudes towards privacy and state surveillance as part of cross-cultural analyses between eight countries.
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Minato, Saburo, and Tsugio Kamada. "Brief Report: Results of Research Studies on Causal Predominance between Achievement and Attitude in Junior High School Mathematics of Japan." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 96–99. http://dx.doi.org/10.5951/jresematheduc.27.1.0096.

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Data from the Second International Mathematics Study indicated that the very high mathematics achievement of Japanese students was accompanied by a very low attitude toward mathematics in the distribution of the scores of the educational systems (Travers & Westbury, 1989). This perplexing result is worrisome for mathematics teachers in Japan, because both high achievement in mathematics and the development of positive attitudes toward mathematics are important goals of teaching mathematics. Thus, it is urgent to make teachers aware of the relationship between achievement and attitude.
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Nazarahari, Amin, Nader Ghotbi, and Koji Tokimatsu. "Energy Poverty among College Students in Japan in a Survey of Students’ Knowledge, Attitude and Practices towards Energy Use." Sustainability 13, no. 15 (July 29, 2021): 8484. http://dx.doi.org/10.3390/su13158484.

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In order to investigate the problem of energy/fuel poverty in Japan, we examined the knowledge, attitude, and practices towards energy usage of a random group of 447 college students in an international university in Japan. The majority of the students were living independently in private or shared accommodations, depended on portable heating/cooling appliances, and were billed directly for their electricity usage. The responses of 205 Japanese and 236 non-Japanese students to a detailed survey about energy consumption for daily living and its cost were collected. The examined variables included students’ monthly income/allowance, energy bills, attributes of energy use including room temperature setting for cooling in summer and heating in winter, the students’ awareness of energy fees, and their attitude towards energy use vs. saving in energy costs. The results indicate that energy bills were perceived as too high by most non-Japanese students as compared to Japanese students, while for both Japanese and non-Japanese students there was a positive correlation between monthly income/allowance and energy bills. The findings suggest that energy poverty is common among college students living independently in Japan, such that, in future research, they may be included in the category of vulnerable households with respect to energy poverty.
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Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.

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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.
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Dissertations / Theses on the topic "Japanese students – Japan – Attitudes"

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Imafuku, Rintarō, and 今福輪太郎. "Cultural dimensions of Japanese students' participation in PBL tutorials." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50533812.

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Problem-based learning (PBL) is a learner-centred approach “that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (Savery, 2006, p. 12). Thus, the PBL classes differ pedagogically from traditional teacher-led classes. This learner-centred pedagogy, which was originally developed in medical education at a Canadian university in the late 1960s, was first incorporated into a tertiary-level curriculum in Japan in 1990. Since its initiation, 75 Japanese medical schools (94%) have adopted the PBL approach in their curriculum. Notwithstanding the great interest in using PBL in Japanese medical education, there is little qualitative research on the cultural dimensions of students’ participation in PBL tutorials. This study explored these issues by providing a close examination of classroom discourse and students’ introspection on their learning in PBL tutorials. In this qualitative case study, nine focal students and 36 of their group members, all of whom were first-year undergraduate students at a Japanese university, were selected as the main research participants. Data were collected over an entire academic year through classroom observations, video-recordings of PBL tutorials and interviews. Analysis of the classroom interactions involved the application of classroom discourse analysis (Eggins & Slade, 1997; Sinclair & Coulthard, 1975; Tsui, 1994). Moreover, interview data were analyzed by following a Grounded Theory approach (Strauss & Corbin, 1998) to provide further insights into their changing thoughts during their ongoing participation. Grounded in the notion of community of practice (Lave & Wenger, 1991; Wenger, 1998), this study examined the cultural dimensions of Japanese students’ participation in PBL tutorials. In particular, it focused on gaining a better understanding of what they actually do in the discussions, identifying factors mediating their participation and examining the relationships between their actual engagement and thoughts in the tutorials. In this study, there was considerable variation amongst the Japanese students in the ways they participated in and responded to PBL practices. Furthermore, this study demonstrated that their participation was mediated by their cultural assumptions, recognition of competence, negotiation of power relations and identity formation as a group member in the social context of PBL tutorials. Therefore, Japanese students cannot simply be categorized into quiet, passive and dependent learners. Rather, their ongoing participation in PBL tutorials is situated in the specific cultural context. The findings suggest that exploring the cultural dimensions of students’ participation and negotiation of identities, power relations and competence provides a broad view of their learning, including their ways of knowing, doing and being a member in a context of student-centered classroom. This study concluded that the inquiry into Japanese students’ participation contributed to our understanding of the processes of students’ learning and the social and cultural factors mediating their participation in a new classroom community. In particular, the mere adoption of a certain approach of learning will not bring about positive learning outcomes. It should be noted that students’ participation in a new classroom context involves complex, dynamic, social and cultural processes.
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Miyashita, Keiko. "Influence of Computer Use on Attitudes Toward Computers, Motivation to Study, Empathy, and Creativity Among Japanese First- and Second-Grade Children." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332523/.

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This study investigated the changes in attitudes of Japanese first and second grade children who were exposed to microcomputers in school. Eight hundred and three first-and second-grade children were selected from six Japanese public schools. Approximately half of the subjects were selected from urban, suburban, and rural schools using computers, while the remaining subjects were from schools not using computers. The Young Children's Computer Inventory was the instrument used for this study. It was derived from a questionnaire originally developed at the Tokyo Institute of Technology, and contained four subscales: Attitudes Toward Computers, Motivation to Study, Empathy, and Creativity. A Japanese language version of the questionnaire was mailed to the principal of each school, where teachers distributed the questionnaires.for the subjects to complete with their parents at home. Ninety-one percent of the students returned completed questionnaires. Demographic information was also collected for each classroom.
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Bossy, Steve. "Academic pressure and impact on Japanese students." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35314.

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This study explores the tremendous pressure Japanese students must endure in the pursuit of academic achievement. It identifies the sources of student's pressure and discusses the cultural, social, and economic conditions that influence a fiercely competitive educational system. The focus of this study is the impact of academic pressures on Japanese students.
Japanese education is a single-minded drive for achievement that results in what many refer to as examination hell. The university entrance examination is at the root of the pressures that are placed on students and is the primary mechanism responsible for driving competition. The life-long ramifications of students performance on this examination are far reaching. As a result, the pressures that are exerted upon students to achieve are overwhelming. Mothers, teachers, peers, and society contribute to the pressures that are placed on students to achieve, while many children continue to fall victim to emotional, psychological, and physical harm.
The study provides richly descriptive narrative accounts of student's experiences, thoughts and feelings seen from a student's perspective. The study gives voice to Japanese students and invites them to tell it like it is.
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Watkins, Leah, and n/a. "Culture, values and Japanese tourism behaviour." University of Otago. Department of Marketing, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070205.150926.

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While the role of culture as an influence on consumer behaviour and product/service choice has long been acknowledged, the current literature in marketing offers an incomplete understanding of how and why culture plays its influential role (Overby, Woodruff and Gardial 2005). Research suggests that values provide the link between culture and consumer behaviour and values have been the focus of much research in the social sciences. In particular, values have received significant attention in cross-cultural research, being used to characterise the similarities within and differences across cultures. Values are central to the marketing discipline as they determine value, i.e. what activities, interests, and material goods consumers identify with, enjoy, acquire, or consume (Grunert and Muller 1996). Both directly and indirectly, values drive consumption behaviour. Typically, values have been assessed and compared through the use of standard measures such as Rokeach�s Value Survey, the List of Values and Schwartz�s Value Survey. Recent literature highlights growing concern over the application of standard measures across cultures and issues of cross-cultural invariance. There is a need for new research into cross-cultural applications of consumer value measures and theoretical models. This thesis critiques the use of Western conceptual paradigms and imposed etics in value research, and, using a Japanese tourism context, seeks a deeper understanding of how culture and values affect tourism consumption and experience. This thesis offers an empirical test of the cross-cultural applicability of a commonly used values scale in consumer research, the List of Values (Kahle 1983). The findings of this phase of the research extend the literature concerning methodological issues in values research and highlight the limitiations of the LOV as a cross-cultural measure of values. Based on these findings the thesis adopts an alternative, qualitative methodology to investigate the relationship between Japanese culture, values and tourism behaviour in New Zealand. The findings of the second phase of the research contribute to a recent call in the literature for more qualitative research in tourism, and allow the identification and understanding of the key values relevant to Japanese tourism behaviour. The results of Means-End interviews with Japanese visitors reveal the important cultural assumptions informing values and shaping tourism decisions and behaviours for two key groups of Japanese tourists. The theoretical framework presented in this thesis promotes our understanding of the relationship between cultural beliefs, values, and consumer behaviour. The results of the primary research highlight the importance of cultural and physical history, world-view, self-concept, thought patterns and language in the formation and interpretation of values. The thesis presents a holistic attempt at understanding Japanese culture, values and travel behaviour by examining how these concepts cohere in a logical framework. The thesis argues that, given the inherently cultural nature of values, their interpretation within the context of cultural beliefs is highly important in understanding variability in consumer behaviour across cultures.
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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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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Ishikawa, Tomokazu. "A study of Japanese university students' attitudes towards their English." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/394667/.

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English is currently used as a global lingua franca (ELF), involving people from diverse socio-linguacultural backgrounds (e.g., Jenkins, Cogo and Dewey 2011). However, as a former English teacher, I have observed that many Japanese students see no tangible connection between themselves and ELF. Indeed, they appeared overtly pejorative about their English. To investigate this issue, my research explores two questions: 1) How do Japanese university students orient to Japanese people’s English including their own? and 2) What factors are associated with the students’ orientations, and how do these factors work to form their orientations? People’s orientations to language are theorised as language attitudes; that is, the evaluative concepts directed to a linguistic phenomenon (e.g., Niedzielski and Preston 1999/2003; Preston 2010). To answer the research questions, 95 open-ended email questionnaires from Japanese university students were collected, and analysed through qualitative content analysis (e.g., Miles, Huberman and Saldaña 2014; Schreier 2012, 2014). Also, face-to-face conversational interview data with eighteen Japanese undergraduates was elicited and analysed through the combination of qualitative content analysis and Eggins and Slade’s (1997/2004) speech functions analysis framework. Two sets of negative attitudes became apparent in my participants. The first was the perceived prioritisation of, or a perceived obsession with, ‘correctness’ in ‘standard’ North American and possibly other English as a Native Language (ENL) at the expense of effective communication. The second was a deficit perspective on Japanese-influenced English use, generally without due regard to intelligibility. In addition, it was identified that the coupling of concentration on ENL norms and adherence to North American ENL may be the only way to experience English in Japanese society. Furthermore, based on the interview data, raising ELF awareness has a high potential to alleviate such negative attitudes as expressed by my participants. Implications, mainly in Japanese English education, are offered towards the end.
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Holmberg, Yamada Elin. "Enjoying freedom or priced out of parenthood? : Attitudes to childlessness on Japanese Internet forums." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161968.

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Declining birth rate in Japan has been acknowledged as a demographic crisis since the 1970s. Higher education and better jobs has given women freedom and alternatives to starting a family, and some say the value of marriage and children has decreased overall. This study explored attitudes towards childlessness on Japanese Internet forums in order to understand why Japan, a country with continually persistent and conservative gender roles, can experience such a drastic population decline. Especially since this phenomenon seems paradoxical in relation to women’s traditional roles in society. This paper has explored how people spoke about childlessness and two major discourses emerged. The attitudes were categorized into a modern versus a traditional discourse on childlessness. Money, conservative gender roles and relationships were identified as important reasons affecting the decision to have children or not. However, only money seemed as a rationale behind childlessness accepted in both discourses.
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Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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Madueño, Lorvelis Amelia. "Crafting Japanese-ness: An Ethnographic Study of Parents’ Attitudes toward Language Maintenance in a Japanese Community in the United States." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/111.

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This study documents the attitudes and perspectives toward Japanese language education of seven “newly-arrived” Japanese immigrants, jp. Shin-issei, who are raising bilingual or multilingual children in New Orleans, Louisiana. The participants of this study consisted of six mothers and one father who speak Japanese to their children at home and act as teachers of this language at the Japanese Weekend School of New Orleans, jp. Nyū Orinzu Nihongo Hoshūkō, a supplementary language school. Grounded in ethnographic fieldwork and interviews, this thesis has two interrelated objectives: One is to analyze parents’ attitudes toward Japanese language maintenance and show that although the home remains the crucial site for language education, the Japanese School of New Orleans represents a relevant site for the maintenance of the Japanese language and the indoctrination of Japanese cultural values. The second is to explore how these parents connect the process of teaching at and attending the school to a sentiment of diasporic nationalism. This study calls for a renewed ethnographic focus on often ignored —or known by few— immigrant communities in Louisiana by recognizing the presence of Japanese immigrants in this area, their constant efforts to maintain ties and connections to their home country, and their motivations to do so.
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Books on the topic "Japanese students – Japan – Attitudes"

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Lee-Cunin, Marina. Student views in Japan: A study of Japanese students' perceptions of their first years at university. St. Joseph, Trinidad and Tobago: Fieldwork, 2004.

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R, Lampkin, ed. The Japanese way: Aspects of behavior, attitudes, and customs of the Japanese. Lincolnwood, Ill: Passport Books, 1997.

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Cottingham, Paige L. Considering Japan: How Black Americans view the Japanese. Washington, D.C. (1301 Pennsylvania Ave. N.W., Suite 400, Washington 20004-1797): Joint Center for Political and Economic Studies, 1991.

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Conference, on Japan (2nd 1993 Kuala Lumpur Malaysia). Japan and East Asia: Attitudes and policies : past, present, and future. Kuala Lumpur, Malaysia: Centre for Japan Studies, 1994.

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Meaney, N. K. The Japanese connection: A survey of Australian leaders' attitudes towards Japan and the Australia-Japan relationship. Melbourne, Australia: Longman Cheshire, 1988.

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Kowner, Rotem. On ignorance, respect, and suspicion: Current Japanese attitudes towards Jews. Jerusalem: Hebrew University of Jerusalem, Vidal Sassoon International Center for the Study of Antisemitism, 1997.

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(Rita), Lampkin R., ed. The Japanese way: Aspects of behavior, attitudes, and customs of the Japanese. 2nd ed. Chicago: McGraw-Hill, 2011.

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Gelsanliter, David. Jump start: Japan comes to the heartland. New York: Kodansha International, 1992.

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Gelsanliter, David. Jump start: Japan comes to the heartland. New York: Farrar Straus Giroux, 1990.

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Amerikajin no Nihonkan: Yureugoku taishū kanjō = American attitudes toward Japan, 1941-1985. Tōkyō: Saimaru Shuppankai, 1986.

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Book chapters on the topic "Japanese students – Japan – Attitudes"

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Konakahara, Mayu. "From “English as a Native Language” to English as a Lingua Franca: Instructional Effects on Japanese University Students’ Attitudes Towards English." In English as a Lingua Franca in Japan, 183–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33288-4_9.

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Fujita, Masahiro. "Social Attitudes towards Lay Participation System in Japan." In Japanese Society and Lay Participation in Criminal Justice, 75–114. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-0338-7_2.

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Araki, Naoko, and Kim Senior. "Japanese Students’ Experiences of the Internationalization of Education in Japan." In Diversity in Japanese Education, 31–41. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-059-2_3.

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Taguchi, Tatsuya. "10. Motivation, Attitudes and Selves in the Japanese Context: A Mixed Methods Approach." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 169–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-012.

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Johnson, Michael P. "11. A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 189–205. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-013.

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Asai, Masaaki, and Sonomi Hirata. "Sociopsychological Environments of Japanese Schools as Perceived by School Students." In Handbook of Japan-United States Environment-Behavior Research, 261–71. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_18.

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Bennett, Leigh Yohei. "An Exploration of Japanese Students’ Concept and Application of Critical Thinking in Academic Writing." In Teaching English for Academic Purposes (EAP) in Japan, 123–39. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_7.

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Goto, Kenichi. "“Bright Legacy” or “Abortive Flower”: Indonesian Students in Japan during World War 2." In Japanese Cultural Policies in Southeast Asia during World War 2, 7–35. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-27939-5_2.

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Ikeda, Keiko, and Don Bysouth. "Japanese and English as Lingua Francas: Language Choices for International Students in Contemporary Japan." In Language Alternation, Language Choice and Language Encounter in International Tertiary Education, 31–52. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6476-7_2.

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Araki, Naoko, and Jo Raphael. "Firing the Imagination: Process Drama as Pedagogy for ‘Melting’ EAP Speaking Anxiety and Increasing Japanese University Students’ Confidence in Speaking." In Teaching English for Academic Purposes (EAP) in Japan, 41–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_3.

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Conference papers on the topic "Japanese students – Japan – Attitudes"

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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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Uehara, Yoshiko, Tomoko Hasegawa, Momoe Sasaki, Kanae Yoshida, Rika Tonami, and Takeshi Ishizaki. "Improving Nursing Students' Knowledge And Attitudes Toward Smoking In Japan." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a5458.

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OKAYAMA, TOMOKO, and KOHEI WATANABE. "HOW DO UPBRINGING AND EXPERIENCES AFFECT JAPANESE STUDENTS’ ATTITUDES ON FOOD WASTE?" In WASTE MANAGEMENT 2018. Southampton UK: WIT Press, 2018. http://dx.doi.org/10.2495/wm180291.

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Honda, Hiroshi. "Course EC320: The Contemporary Economy of Japan Taught for Non-Japanese Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60443.

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Course EC320 “The Contemporary Economy of Japan” was taught by the author in Fall 2003 Semester for a total of fourteen American, Chinese, Korean, Vietnamese and Venezuelan undergraduate students who came to IES Tokyo to study Japanese language, culture, economics, social structure and politics among others. The subject of paper introduces the outline of Course EC320 and its teaching methodology such as collaborative learning approach and utilization of field studies, and discusses interests and motivations of the students in learning in general, and in writing semester reports, based on their performance, their comments, and the author’s observation.
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Paee, Rokiah, Roslina Mamat, and Roswati Abdul Rashid. "Japanese Animation: Its Effect on Malaysian Undergraduate Students." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-5.

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Japanese animation or anime is one of the most popular and well-received types of Japanese popular cultures, translated into various languages, rendering these globally renowned. A plethora of studies has shown that interest in anime has led students to start learning the Japanese language. However, to date, studies examining the influence of anime consumption on Japanese language students, particularly in Malaysian contexts, are scarce. The present study aims to identify the effect of anime consumption on Malaysian undergraduates who enrolled in beginner Japanese language courses at three public universities in Malaysia. A total of 150 undergraduate students who are interested in anime participated in this study. The data was collected using an online survey and was coded and categorized by themes. The data revealed that most students are influenced by the characters, settings, and storylines of anime. The main positive effects are; broadening their knowledge on Japan and its culture, deepening their interest on Japanese language, strengthening relationships with family members and friends, releasing stress, instilling positive moral values and enhancing imagination and creativity. However, poor time management, negative moral values, negative emotion, antisocial behavior, escapism and buying characters’ goods are mentioned as the main adverse effects. The results of this study gave insightful perspectives to those working in Japanese language and cultural pedagogies.
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Xu, Ze. "Research on Strategies of Teaching Japanese for Chinese Students based on Cultural Differences between China and Japan." In 2016 International Conference on Humanity, Education and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.104.

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Grimshaw, S. D., C. L. Sequeira, and M. Hewkin-Smith. "A Computational and Experimental Compressor Design Project for Japanese and British High-School Students." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-56231.

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This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories which encourage student curiosity and creativity. The experience develops team-work and communication, and helps to break-down cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects which aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust’s annual UK-Japan Young Scientist Workshop Programme. The work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end of project presentation show how far young students can be stretched when they are motivated by an interesting problem.
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Runtuwarouw, Jourike J. "Analysis of the Use of Japanese Jujudoushi no Tsukaikata by Students at Japan Language Department of Language and Art Faculty of Manado State University." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.135.

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Pagel, James W., Stephen Lambacher, Hisayo Kikuchi, and Sachiho Mori. "Student and instructor attitudes toward CALL and MALL in the L2 classroom." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8108.

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As part of an ongoing study focusing on language learner and instructor attitudes toward the use of computers and mobile devices in second language (L2) learning contexts, the authors attempt to identify to what degree language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered to an “in-house” group of instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered to instructors solicited through various CALL organizations. The number of respondents of the “in-house” survey during the first three years was relatively low; however, in the final year was considerably much higher, with the number from both full-time and part-time staff totaling 34. The total number of survey respondents from the CALL organizations totaled 121, with the participants’ places of employment ranging from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors focus on comparing the responses offered by both groups of instructors regarding which skills they focused on in the CALL classroom, as well as what mobile applications they encouraged their students to use.
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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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