Enhancing communication and

cultural understanding among JFL learners

Hideko ShimizuUniversity of Colorado at Boulder

Victoria MuehleisenWaseda University

OverviewOverview

Purpose of the studyReview of literature Curriculum for the current collaborative

cyberspace project Research method Pre-and post-questionnaire results

Descriptive statistics Qualitative resultsExamples of weblog writingsExamples of student-generated video clips

Purpose of the studyReview of literature Curriculum for the current collaborative

cyberspace project Research method Pre-and post-questionnaire results

Descriptive statistics Qualitative resultsExamples of weblog writingsExamples of student-generated video clips

Waseda UniversityWaseda University

The Purpose of the The Purpose of the StudyStudy

The Purpose of the The Purpose of the StudyStudy

Explore how a cyber-community can serve as a dynamic vehicle for communication, language learning, and critical thinking about the Japanese culture through reading, the use of web logs and student-generated videos among learners in the U.S.

Explore how a cyber-community can serve as a dynamic vehicle for communication, language learning, and critical thinking about the Japanese culture through reading, the use of web logs and student-generated videos among learners in the U.S.

Networked Computer Use for Language & Cultural

Learning

Networked Computer Use for Language & Cultural

Learning Research is now entering its second

decade.Early studies tended to focus on

quantifiable and easily measured aspects (e.g., Kern, 1995; Sullivan & Pratt, 1996; Warschauer,1996a).Linguistic features (Chun,1994; Herring,1996)Motivational patterns (Beauvois,1992;

Meunier,1998)

Research is now entering its second decade.

Early studies tended to focus on quantifiable and easily measured aspects (e.g., Kern, 1995; Sullivan & Pratt, 1996; Warschauer,1996a).Linguistic features (Chun,1994; Herring,1996)Motivational patterns (Beauvois,1992;

Meunier,1998)

A Second Stage of Online Language

Research

A Second Stage of Online Language

ResearchSociocognitive perspective (Warschauer & Kern, 2000)

Context, interaction, and multimedia

More recent researchLong-distance collaboration projectFocus beyond language learning to an

emphasis of culture (i.e., intercultural competence, cultural learning, cultural literacy).

Sociocognitive perspective (Warschauer & Kern, 2000)

Context, interaction, and multimedia

More recent researchLong-distance collaboration projectFocus beyond language learning to an

emphasis of culture (i.e., intercultural competence, cultural learning, cultural literacy).

Intercultural LearningIntercultural Learning

Learners view their own culture in dynamic relation to another cultural perspective (e.g., Cononelos & Oliva,1993; Cummins & Sayers,1995; Warschauer,1995).

Cross-cultural understanding did not automatically result from online communication(Fischer,1998; Kern,2000).

Critical thinking for cultural learning (Kubota,1999)

Learners view their own culture in dynamic relation to another cultural perspective (e.g., Cononelos & Oliva,1993; Cummins & Sayers,1995; Warschauer,1995).

Cross-cultural understanding did not automatically result from online communication(Fischer,1998; Kern,2000).

Critical thinking for cultural learning (Kubota,1999)

Current Uses of BlogsCurrent Uses of Blogs

1. Individual pursuits2. Business endeavors3. Educational uses (Ducate & Lomicka, 2006)

1. Individual pursuits2. Business endeavors3. Educational uses (Ducate & Lomicka, 2006)

Blogs in Foreign Language Pedagogy

Blogs in Foreign Language Pedagogy

Ferdig & Trammell (2004) described some benefits of blogs:1. Students can become subject matter experts2. Student interest and ownership in learning is

increased.3. Students become active participants in a

community4. Blogging opens the doors for a multitude of

diverse perspectives.Blogging may foster critical

thinking(Oravec ,2002).

Ferdig & Trammell (2004) described some benefits of blogs:1. Students can become subject matter experts2. Student interest and ownership in learning is

increased.3. Students become active participants in a

community4. Blogging opens the doors for a multitude of

diverse perspectives.Blogging may foster critical

thinking(Oravec ,2002).

Use of Student-Generated VideoUse of Student-Generated Video

Enhancement of intrinsic motivation

Student-produced video is a powerfully motivating medium and can be used as the focus for projects with diverse pedagogical aims (Gardner, 1995).

Enhancement of intrinsic motivation

Student-produced video is a powerfully motivating medium and can be used as the focus for projects with diverse pedagogical aims (Gardner, 1995).

PedagogyPedagogy

Multimedia computer assisted language learning

Web-based platform for collaborative cross-cultural exploration (Furstenberg, 2003)

Collaborative learning with people around the world without going abroad

Multimedia computer assisted language learning

Web-based platform for collaborative cross-cultural exploration (Furstenberg, 2003)

Collaborative learning with people around the world without going abroad

Curriculum for the Current Collaborative Cyberspace

Project

Curriculum for the Current Collaborative Cyberspace

ProjectRequirements 1. Complete a questionnaire about

the exchange project at the beginning and end of the semester.

2. Read The Material Child by Mary White.

Requirements 1. Complete a questionnaire about

the exchange project at the beginning and end of the semester.

2. Read The Material Child by Mary White.

Requirements continued…Requirements continued…

3.Make your own individual blog, with an introduction in both Japanese and English.

4.Read the class blog regularly.

3.Make your own individual blog, with an introduction in both Japanese and English.

4.Read the class blog regularly.

Requirements continued…Requirements continued…

5. Post at least one blog message per week. Some weeks, you will have to post a short comment to the class blog. The short comments should be bilingual (first Japanese and then English) or in Japanese only.

6. Complete four homework assignments,

one for each Chapter that we read. These will be short essays (300 ji or more,) written in Japanese and posted the final to your individual blog.

5. Post at least one blog message per week. Some weeks, you will have to post a short comment to the class blog. The short comments should be bilingual (first Japanese and then English) or in Japanese only.

6. Complete four homework assignments,

one for each Chapter that we read. These will be short essays (300 ji or more,) written in Japanese and posted the final to your individual blog.

Requirements continued…Requirements continued…

7.With a group, make a video or a PowerPoint presentation about life for teenagers in the U.S. today. The finished video should be 5 to 15 minutes long. The PowerPoint presentation should have at least 25 slides (of as many as 75) and must include pictures. Speak in Japanese and (in English)

8. You can post more than the required assignments to your individual blog.

7.With a group, make a video or a PowerPoint presentation about life for teenagers in the U.S. today. The finished video should be 5 to 15 minutes long. The PowerPoint presentation should have at least 25 slides (of as many as 75) and must include pictures. Speak in Japanese and (in English)

8. You can post more than the required assignments to your individual blog.

Research MethodsResearch Methods

1. Examine the students’ products: a) Weblogs and comments posted on the

weblog b) Student-generated video clips

2. Pre-and post questionnairea) Attitude toward the Web-log projectb) Cultural understanding of Japanese and American youthc) Attitude toward creation of video

1. Examine the students’ products: a) Weblogs and comments posted on the

weblog b) Student-generated video clips

2. Pre-and post questionnairea) Attitude toward the Web-log projectb) Cultural understanding of Japanese and American youthc) Attitude toward creation of video

Description of the participants

Description of the participants

36 students enrolled in the third year-advanced Japanese language in the U.S.

24 students enrolled in the First Year Seminar class at the School of International Liberal Studies in Japan.

36 students enrolled in the third year-advanced Japanese language in the U.S.

24 students enrolled in the First Year Seminar class at the School of International Liberal Studies in Japan.

Pre-questionnairePre-questionnaire

Responses : 20Students who have been to

Japan:5How they knew about Japanese

culture:Anime, travel books, friends, class, internet, movies

Asked about their images of Japan

Responses : 20Students who have been to

Japan:5How they knew about Japanese

culture:Anime, travel books, friends, class, internet, movies

Asked about their images of Japan

Images of Japanese Schools& Students

Images of Japanese Schools& Students

Study hard to enter high schools and colleges, but it is easier in college

Serious, polite, and wear uniformsThey are similar to American

studentsHighly intelligent

Study hard to enter high schools and colleges, but it is easier in college

Serious, polite, and wear uniformsThey are similar to American

studentsHighly intelligent

Image of Materialism of Teenagers in Japan

Image of Materialism of Teenagers in Japan

Similar to the U.S.Love to go shoppingThey have been raised on

technology and materialism.They like to have fashionable

clothing and fancy cell phones.

Similar to the U.S.Love to go shoppingThey have been raised on

technology and materialism.They like to have fashionable

clothing and fancy cell phones.

Images of FriendshipImages of Friendship

Similar to the U.S.It is important to keep

company with a friend who is interesting.

Similar to the U.S.It is important to keep

company with a friend who is interesting.

Images of Japanese Families

Images of Japanese Families

More friction between adults & teens

Tradition & respect, group-mind

Very structured, role and obligations of each member are emphasized.

More friction between adults & teens

Tradition & respect, group-mind

Very structured, role and obligations of each member are emphasized.

Images of Japanese Families continued…Images of Japanese

Families continued…Children were allowed to get

away with a lot. Family ties are close.(Observation during home-stay)

Father works all day. Mother stays home.

Small houseVery respectful children

Children were allowed to get away with a lot. Family ties are close.(Observation during home-stay)

Father works all day. Mother stays home.

Small houseVery respectful children

Images of Sexuality among Youth

Images of Sexuality among Youth

They are more formal than in the U.S.

It was traditional for marriages to be arranged , but not now.

There is a bit of taboo surrounding women. Women are still seen as housewives, and as submissive.

They are more formal than in the U.S.

It was traditional for marriages to be arranged , but not now.

There is a bit of taboo surrounding women. Women are still seen as housewives, and as submissive.

Post-questionnaire Responses

Post-questionnaire Responses

Responses :20 1) Attitude toward the web log project :

11 questions2) Cultural understanding of Japanese family, school, materialism, friendship,

and sexuality3) Attitude toward the creation of the

video: 8 questions.

Responses :20 1) Attitude toward the web log project :

11 questions2) Cultural understanding of Japanese family, school, materialism, friendship,

and sexuality3) Attitude toward the creation of the

video: 8 questions.

Results Results Item Mean SD

Enjoyed creating the video 4.95 1.21

The video helped understand youth culture

4.91 .68

Enjoyed reading the blogs 4.57 .93

Enjoyed writing blog entries 4.57 1.17

The knowledge of youth culture has increased by creating the video.

4.50 1.23

School and Student LifeSchool and Student LifeI was surprised about just how much

more schooling the Japanese have to take as well as how their college years seem easier than college in America.

Previously I thought grades and entrance exams dominated school life, but most Waseda students mentioned clubs and sports more than test.

I was surprised about just how much more schooling the Japanese have to take as well as how their college years seem easier than college in America.

Previously I thought grades and entrance exams dominated school life, but most Waseda students mentioned clubs and sports more than test.

School and Student Life continued…

School and Student Life continued…

There definitely seems to be a lot of pressure put on Japanese students to study extremely hard and perform well, they seem to be more disciplined than American students.

The additional information about Japanese school rules & uniforms, plus how strict the schools can be.

There definitely seems to be a lot of pressure put on Japanese students to study extremely hard and perform well, they seem to be more disciplined than American students.

The additional information about Japanese school rules & uniforms, plus how strict the schools can be.

FamilyFamilyKids are allowed leniency from

chores in order to do school work.I did not know how the “absent

father” and “education mother” roles were so prominent.

The discussion entries of students were basically what I expected. Some of the comments added to my blog by Japanese students surprised me.

Kids are allowed leniency from chores in order to do school work.

I did not know how the “absent father” and “education mother” roles were so prominent.

The discussion entries of students were basically what I expected. Some of the comments added to my blog by Japanese students surprised me.

Family continued…Family continued…The presentation on family was

pretty much how I had pictured it in my head. There was nothing new in this segment.

It was interesting how it was okay for Japanese youth to still be able to live with their parents when they become adults.

Interesting to see the similar nuclear values.

The presentation on family was pretty much how I had pictured it in my head. There was nothing new in this segment.

It was interesting how it was okay for Japanese youth to still be able to live with their parents when they become adults.

Interesting to see the similar nuclear values.

MaterialismMaterialism

Similar to U.S. but more emphasized due to “group” culture

Brand names and “images” seem to be very prominent in Japan, about the same as here especially among the younger generation

Similar to U.S. but more emphasized due to “group” culture

Brand names and “images” seem to be very prominent in Japan, about the same as here especially among the younger generation

FriendshipFriendship

I expected more group-oriented than America, which is true, but it’s almost like a club, and one’s personality in the friend-group could be totally different from when they are alone.

I expected more group-oriented than America, which is true, but it’s almost like a club, and one’s personality in the friend-group could be totally different from when they are alone.

Friendship continued…Friendship continued…

They party is a much more controlled setting than we do. U.S. parties are usually with those that are under age. In Japan, they seemed much more in control of themselves.

Seemed to be almost exactly the same

They party is a much more controlled setting than we do. U.S. parties are usually with those that are under age. In Japan, they seemed much more in control of themselves.

Seemed to be almost exactly the same

SexualitySexualitySex is more accepted in Japan, in

some ways.Did not know it was so taboo to

show PDA! That it’s more acceptable to take a lover than to have a public relationship.

Even though sex is a taboo thing to discuss in Japan there is no hiding that they are participating. They just don’t like talking about it.

Sex is more accepted in Japan, in some ways.

Did not know it was so taboo to show PDA! That it’s more acceptable to take a lover than to have a public relationship.

Even though sex is a taboo thing to discuss in Japan there is no hiding that they are participating. They just don’t like talking about it.