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Dissertations / Theses on the topic 'Japanese students'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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 questionnair

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2

Fox, Judith Rosuck. "Educating Japanese students in American schools /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714190.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.<br>Typescript; issued also on microfilm. Sponsor: Terry Orr. Dissertation Committee: Frank L. Smith. Includes tables. Includes bibliographical references (leaves 167-169).

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3

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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4

Hanaki, Toru. "Transformation of self-identity through intercultural experience : stories of self from Japanese students in a U.S. midwestern university /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3205448.

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5

Takimoto, Yukari. "Sheltered ethnic identity : the effects of education on Japanese adolescent sojourners in the United States /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7845.

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6

Ichimoto, Takae. "Recrafting 'selves' : identity transformation among Japanese women students studying in Australian universities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18904.pdf.

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7

Anzai, Yukie. "Teaching WA and GA to English-speaking students." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.

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To English speakers the distinction between the uses of the Japanese particles, "WA" and "GA", is one of the most difficult problems in learning Japanese, and this is particularly true in the case where "WA" and "GA" marks the NP which is equivalent to the subject in English. This usage of "WA" and "GA" is also extremely problematic for instructors in teaching Japanese to students whose native language is English. The present sub-thesis firstly introduces the major theories concerning the two particles, "WA" and "GA", advanced by several linguists. Secondly, on the basis of these t

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8

Bossy, Steve. "Academic pressure and impact on Japanese students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29528.pdf.

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9

Hlady, Deborah Sherry. "Language learning experiences of Japanese ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58534.pdf.

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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.<br>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 mech

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11

Wilson, Mack. "Japanese schools in the Australian mirror : perceptions of schools among Japanese students in Australia /." Title page, contents and conclusion only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arw751.pdf.

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12

Iwasaki, Noriko. "Analysis of English articles used by Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.

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English articles are perhaps the most difficult grammatical items for Japanese students to master. However, because these are among the most frequently occurring grammatical items in English, Japanese students must concern themselves with them.

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13

Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination o

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14

Gilbert, Joan Elizabeth. "Classroom Approaches and Japanese College Students' Intercultural Competence." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4442.

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Preparing college students to be contributing members of local and global societies requires educators to analyze the capabilities and needs of their students and to adjust instructional content and practice. The purpose of this mixed-methods study was twofold: (a) to explore how classroom approaches designed to facilitate students' questioning of assumptions and beliefs regarding different cultural beliefs, social structures, and practices might influence Japanese college students' self-reported development of intercultural competence, and (b) to investigate whether or not the students develo

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15

Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.

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Kasai, Makiko. "Self-construal, narcissitic vulnerability, and symptoms of psychological distress among Japanese college students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841308.

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17

Saito, Sachie. "Cross-cultural friendships between non-native speakers of Japanese and Japanese university students in Tokyo." Thesis, Goldsmiths College (University of London), 2010. http://eprints.gold.ac.uk/6561/.

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This study was initiated in order to understand how cross-cultural friendships are formed and managed by non-native and native Japanese university students in Tokyo. In order to examine the impact of culture upon the formation of friendships, case studies were employed. Data were collected using ethnographic tools, such as participant observation, informal interviews and unstructured interviews with five participants. Individuals were categorised into two groups: Case A - those who were satisfied with their friendships and Case B - those who were dissatisfied with their friendships. Each case

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18

Segawa, Megumi. "The cultural adaptation of Japanese college students in a study abroad context : an ethnographic study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34624.pdf.

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19

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

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20

Hirose, Koji. "Effects of text structure instruction on Japanese EFL students." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28619.

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An instructional approach to replace the traditional Yakudoku method is required for the instruction of text comprehension. The traditional Yakudoku method focuses on the translation of English into Japanese in a single sentence, which disturbs the flow of text comprehension and results in a loss of meaning. One way to resolve this may direct students’ attention to the whole text through the learning of text structure. While the effect of text structure instruction has been exhibited in the L1 context, little empirical research has examined the effectiveness of the teaching of text structure f

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21

Ojima, Maki. "Development and identity in four Japanese postgraduate students' writing." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020534/.

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22

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 nat

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23

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<br>Ed.D.<br>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

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24

Hutchinson, Darryl Edward. "What Do Japanese Students Think is Wrong with Education?" Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/311759.

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Yamamoto, Noriko. "Effects of setting on Japanese ESL students' interaction patterns." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4272.

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Japanese ESL students are often evaluated negatively by their teachers because of their quiet verbal behavior in the classroom; yet, this study suggests that such silence may be situation specific. The purpose of this study is to describe characteristics of eight Japanese ESL students' production and interaction by comparing with those of four non-Japanese students, across three settings: teacher-fronted, group work, and NS-NNS conversation.

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26

Yoshida, Reiko. "Political economy, transnationalism, and identity : students at the Montreal Hoshuko." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33950.

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This thesis examines the identity of the students at the Montreal Hoshuko and the factors that affect the way in which they identify themselves as Japanese, drawing upon a framework of political economy and concepts of globalization and transnationalism. It also explores how Japanese identity is changing in this globalized world. The fieldwork demonstrates that the identity of the Hoshuko students is somewhat commoditized based on Japanese popular culture such as Pokemon. It suggests that increasing communication and contact with external forces has changed and will further change the way Japa

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27

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 f

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28

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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29

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 the

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30

Weaver, Christopher Todd. "JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65448.

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CITE/Language Arts<br>Ed.D.<br>Willingness to communicate (WTC) arose out of the search for a construct to explain why some people are more likely to speak in a particular communication situation than others facing the same situation (MacIntyre, Dörnyei, Clément, & Noels, 1998). This study investigated the extent to which 1,789 Japanese university students' willingness to speak and write in English to a Japanese student, an international student, a Japanese teacher of English, and a foreign teacher of English varied inside an EFL classroom. Using the L2 WTC Questionnaire (Weaver, 2005), it was

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31

Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts<br>Ed.D.<br>This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked

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Shimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate." Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.

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<p> The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.</p><

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Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.

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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addre

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Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.

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Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entranc

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Saeki, Noriko. "Differences in Creative Thinking Between American and Japanese College Students in Education." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6113.

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Fifty-one American and 54 Japanese college students in education were tested to investigate whether there were any cross-cultural differences in creative thinking. No gender differences were found in both cultures, but the American college students had higher scores on the Torrance Tests of Creative Thinking (TTCT) figural test than the Japanese college students. The difference was statistically significant and the effect size was large. Very low correlations were found between the TTCT and the American 111 College Testing (ACT) for the American college students and between the TTCT and the Ce

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36

Arakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.

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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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com, ujitani@yahoo, and Eiko Ujitani. "Intercultural relational development between Australian students and host Japanese students: A longitudinal study of students' socio-emotional experiences and interpretations." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Since the Project of Accepting 100,000 Students from Abroad was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou & Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultura

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39

Price, Anne V. "From school subject to global tool: Language learning experiences of Japanese undergraduate economics students." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227736/1/Anne_Price_Thesis.pdf.

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This thesis analyses essay, online discussion and interview data from undergraduate students in a national public university in Japan to explore their foreign language learning experiences during the course of their education. It is discovered that experiences and reasons to learn English and other languages change from regarding English as a subject to pass examinations in high school, to a tool used for communication and achieve other goals after entering university.

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Borgman, Lindsay Reith Frankenfeld. "Reading guide to Japanese literature: Making the texts of Aozora Bunko available to students of Japanese (Kenji Miyazawa)." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1435233.

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Miyafusa, Sumiko. "Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371592.

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42

Yonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.

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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the

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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations." Thesis, Ujitani, Eiko (2006) Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/375/.

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Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercul

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44

Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Hoffner, Elizabeth Ann. "A study of the perceptual learning style preferences of Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4269.

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This study was based on a study by Joy Reid (1987) on the perceptual learning style preferences of English as a Second Language (ESL) students. The purpose of this study was to identify the perceptual learning style preferences of three groups of students: Japanese students studying in the US, Japanese students studying in Japan, and American students studying in the US. The perceptual styles studied were visual, auditory, kinesthetic, and tactile, with the additional styles of group and individual learning also being studied. The learning style preferences were identified so as to determine t

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46

Kinoshita, Aoi. "Negotiating identities, experiences of Japanese female students in Vancouver homestay settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61574.pdf.

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47

West, Leonard Kip. "A sociocultural conversation analysis of Japanese university students' English turn-taking." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507286.

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48

Visgatis, Brad L. "English-related out-of-class time use by Japanese university students." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637511.

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<p> This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes.</p><p> Two sets of time use and interview data were collected longitudinally (one semester per dataset) through Longitudinal Study 1 (<i>n<sub>initial </sub></i> = 66, <i>n<sub>final</sub></i> = 15), which included participants from three universities in Western Japan, followed by Longitudinal Study 2 (<i>n<sub>initial</sub></i> = 59, <i>n<sub>final</sub></i> = 25), which included participants from

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Nishimuta, Yumiko. "Coping with racism : Japanese students' experiences of racist encounters in Britain." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404525.

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Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese sub

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