Background and Problem Statement:

With the advancement of science and technology, the way we learn and teach has been evolving over time. The COVID-19 pandemic has accelerated the digitization of education, leading to the widespread adoption of online classes and e-learning. Both face-to-face and e-learning approaches have their merits. When considering future educational activities, a design that integrates the strengths of both approaches is increasingly sought after. It is within this context and problem statement that this practical implementation began.

Progress of the Study:

Year 1: Subtitle - "Fostering Self-directed Learners"

  During the first year, I focused on constructing the overall course design and implementing practices that fostered self-directed learning through e-learning. The goal was to empower students to take ownership of their learning and make progress independently.

Year 2: Subtitle - " Connected, Functional, and Expansive"

  In the second year, my focus was on implementing group learning practices that fostered connections between "instructor and students," "students and learning materials," and "students and other students." The aim was to create a learning environment where collaboration and interaction facilitated the functioning and expansion of knowledge.

Year 3: Subtitle - "A Case Study of Facilitating Deeper Learning as a Facilitator" (Current Year)

  As the enrolled students change each semester, I have focused on practices that can be more customized and flexibly adjusted to meet their specific needs. The emphasis has been on serving as a facilitator to deepen learning experiences and provide tailored support.

Methodology and Information Gathering:

  For e-learning, I conducted regular Student Feedback Questionnaires (SFQ) to gather student feedback and conducted iterative analysis. Additionally, I prepared a Chatbot specifically for the course, monitoring individual usage patterns.

In the classroom, I incorporated various group projects and tasks to enrich the learning experience among students.

Research Findings:

The findings of my study include:

1) Understanding the significance of group dynamics: Students developed an understanding of the value of group work and took initiative in forming their own groups.

2)Support as a facilitator based on group dynamics: The facilitator provided support tailored to the needs and dynamics of each group.

3)Insights from regular SFQ feedback: Valuable insights were obtained from the regular SFQ feedback, which informed instructional adjustments and improvements.

4)The true value of AI tools: The use of AI tools demonstrated their effectiveness in enhancing the learning experience and providing personalized support.

5)The fundamental importance of building trust: Regardless of the era, establishing trust remains a fundamental aspect of the teaching and learning process.

Research Contribution:

These findings contribute to the understanding of effective course design, facilitation, and the integration of technology in language education, providing valuable insights for instructors and researchers in similar contexts.

I hope this contributes to the understanding that even tasks that anyone can perform can foster better learning experiences with students. The time spent in creating such learning environments nurtures instructors' professional growth. It is crucial to have an environment and colleagues with whom one can discuss and share ideas, even if they involve practices that others may already be implementing. Research should not solely focus on novelty but rather on practices that promote student learning and growth. If the implemented practices lead to the flourishing of student learning, they become a valuable subject of discussion and a practical research endeavor to be shared.

Key words:

IT utilization, Empowering groups, Understandable instruction, Trust relationship

2024 年度 国立台中科技大学応用日本語学科国際学術シンポジウム VUCA 時代における日本語学習者の未来を考える

-人文社会×経済経営×デジタル技術からのアプローチ-

Abstract for the presentation in this conference

  Recently, the development of AI and ChatGPT has been progressing rapidly, leading to increased utilization in the field of education. ChatGPT, known for its flexibility and interactive capabilities, has emerged as a promising tool for supporting educational activities. In fact, there have been reports of practical implementations of ChatGPT in education, with many of them focusing on English language teaching. From an educational perspective, there is a relatively limited number of practical examples showcasing the application of ChatGPT in third language education, particularly in the context of Japanese language instruction.

  In this presentation, I will report on the practical application of Chatbots in a Beginner Japanese University Course. The goal has been to effectively utilize Chatbots to make Japanese language learning easier, or to enhance learning effectiveness based on individual needs. I have been monitoring students' usage practices and the content of their interactions.

  Based on the monitoring of student engagement with the Chatbot, the following areas were found to be beneficial:

1)Hiragana and Katakana Learning, 2) Translation English into Japanese including word lookup, sentence lookup, Anime Japanese meaning lookup. 3) Research on Japanese Culture, etc.

  According to students’ comment, they found the Chatbot's interactive approach enjoyable. They appreciated the Chatbot's ability to provide support and teach in multiple languages, including English, Chinese, Japanese, and Romaji.

  Overall, this presentation will demonstrate the effectiveness of Chatbots as educational tools in a Beginner Japanese University Course. The findings highlight the positive impact of interactive learning, comprehensive language support, and the incorporation of cultural resources. These contributions pave the way for further advancements in Japanese language education and the integration of AI technologies in the classroom in Japanese Course.

the conference "Engagement in the Digital Age: International Conference on Language Teaching and Learning"

(Baptist University)

背景と問題意識

　科学技術の発展に伴い、学び方が時代とともに変容してきている。コロナ禍でOnline授業、e-learningなどの教育のデジタル化が大きく進展した。対面型の授業であれ、e-learning型の学習であれ、それぞれ良さを秘めている。これからの教育活動を考える時、それぞれの良さを融合したデザインが求められると考える。この問題意識のもと、この実践がはじまった。 

研究の経過

１年次　副題「自立的に自ら学びを進める学習者を育てるために」

　コース全体のデザインを構築し、e-Learningを通して、自ら学びを進める学生を育てる実践に取り組んだ。　

２年次　副題「つながる・機能する・広がる」

　授業の中で「教師と学生」、「学生と教材」、「学生と学生」をつなぎ、学習を機能させ、広がっていくようなグループ学習の実践に取り組んだ。

３年次　副題「学びを深めるFacilitatorとしての実践事例」＜本年＞

学期ごとに履修学生はかわる。その中で、よりカスタマイズできるように柔軟に調整する実践に取り組んだ。

研究の手法や情報の収集

e-Learningについては、定期的にSFQを実施し学生の声を集め、分析を繰り返した。また、Chatbotをコース用に準備し、一人ひとりの利用状況をモニターリングした。

授業ではグループプロジェクトやタスクを豊富に含めて学生同士の学びの時間を充実させた。

研究の成果

グルーピングの意義を理解し、学生が自ら動いて築くグルーピング。

グループの状況に応じて、ファシリテーターとしての支援。

定期的なSFQからの教師の発見。

AIのツールとしての真価。

どんな時代にあっても信頼関係は基本。

研究の貢献

　誰がやるようなことでも、学生とのより良い学びを創造できるなら、そういう時間が教師を育てる。誰もやっているようなことを話し合える環境や仲間は大事である。新しいことだけが研究ではないはずだ。学生の学びが花開くなら、その実践こそが語り合うべき１つの実践研究になると信じたい。

キーワード

IT活用・Empoweringできるグループ・わかる授業・信頼関係

2024 年度 国立台中科技大学応用日本語学科国際学術シンポジウム

VUCA 時代における日本語学習者の未来を考える

-人文社会×経済経営×デジタル技術からのアプローチ-

発表概要（Abstract）

Conference Review (Taichung University of Science and Technology)

1)which conference it is.

2024 International Academic Symposium of the Department of Applied Japanese Language at the National Taichung University of Science and Technology: Contemplating the Future of Japanese Language Learners in the VUCA Era - Approaches from Humanities and Social Sciences, Business Administration, and Digital Technology.

2)how the conference relates to what we do in terms of teaching and learning or the professional work at the CLE.

This symposium consists of three research areas:

1) Research on Japanese culture and literature.

2) Research on Japanese linguistics and Japanese language education.

3) Research on Japan's economy, trade, politics, and diplomacy.

  Many researchers involved in Japanese language education will present their practical experiences. Japanese language education is considered to be a significant field of study. Therefore, by reporting on the practices of CLE's Lang1210, I hope to receive insights and valuable inspiration from international researchers, which will contribute to the further development of Japanese language courses in CLE."

The blended Learning is used in the course of CLE. In the case of the 3rd Lang, to design with the blended Learning is requested highly. Therefore, blended learning is one the good topics in CLE.

3)purpose of your review.

1) To widen the perspective on Japanese language education more and contribute to the development of Japanese language courses in CLE as the 3rd Language.

2) From the perspective of living with students, I try to learn how other researchers engage in practices that support students. And in CLE I would like to tell or share the knowledge I learn through this conference researchers.

3) From the perspective of the CLE scholarship, I will share what I have learned with English, Chinese, and other language instructors to the extent possible.

4) After I observed with Emma’s Class and after that she advised this Symposium. Thanks to her advice, I was able to apply and participate in this Symposium. It was a valuable experience that made me realize the importance of engaging in educational activities with instructors of other languages and the significance of collaboration. I would like to share this experience with many other instructors in CLE.

5) I am willing to return this experience to CLE in DPS, EYE, Workshop and so on. This research practice was started three years ago. The 1st year, I shared this in EYE. The 2nd year I shared in EYE and the conference in HK. And this is the 3rd year report. I can report especially in EYE as well as the past case.

4)what the review is about e.g. themes, organizers, speakers etc. including overall effectiveness of the conference.

From the perspective of learning and teaching the Japanese language, we were able to hear and learn the practical situation that students will not gather unless university education includes content on what they can do in the real world using their Japanese language skills, based on reports from Taiwan and South Korea. I felt the demands of the era that need not only learn Japanese but also cultivate talents who can use Japanese practically and immediately contribute to society. Indeed, in the town of Taichung and at the airport, I was able to see the immediate power of graduates from the National Taichung University of Science and Technology. Here, not the Japanese language for hobbies, but the level that can be used immediately in society was required.

5)your overall experience i.e. if you'd recommend this conference (to whom and why).

There are many universities in Taiwan that are highly passionate about Japanese language education. I believe it has an excellent environment for learning and understanding the forefront of Japanese language education. Therefore, I would like to encourage those involved in Japanese language education to participate in this symposium.

※ This is a poster of the Coference.

Conference review(Hong Kong Baptist University)

1) Which Conference it is

Engagement in the Digital Age: International Conference on Language Teaching and Learning (Baptist University)

2) How the conference relates to what do in term of teaching and learning or the professional work at the CLE

This is the AHKLC sponsored annual conference. And the President of AHKLC is our Director, Prof. Whong. With a focus on language teaching and learning, it is titled “Engagement in the Digital Age: International Conference on Language Teaching and Learning.” This is one of the most reasonable conference for us.

3) Purpose of your review 

A) I have joined International Conference of Japanese Language Education. They were conducted mainly in Japanese. And needless to say, people who were engaged in Japanese Language education joined the conference. This time I wanted to join the conference of Teaching and Learning beyond Japanese Language Education. And I wanted to touch the different perspectives of Teaching and Learning.

B) And I wanted to show what I could practice of Digital Age in my course as TEAM CLE.

4) What the review is about e.g. themes, organizers, speakers etc. including overall effectiveness of the conference.

“Engagement in the Digital Age: International Conference on Language Teaching and Learning.” This theme was wonderful and suitable. And we could meet a lot of people who were working for Language Centers in Hong Kong, etc. And we could reflect ourselves from the presenters or speakers.

5)Your overall experience i.e. if you'd recommend this conference (to whom and why).

In this conference I could understand how TEAM CLE was so great and powerful. I believe everybody could understand the strength of CLE. I recommend all CLE members. I would like to say "Thank you, Team CLE."

※ Many CLE colleagues were joining and giving their scholarly talks. I could not visit all of them. I just showed the Poster of our colleagues I could visit. They gave me the permission. Thank you. 

　Abstract: This is the practical implementation of Lang 1210, the beginner course of Japanese Language, as Blended Learning, which is designed “Connected”, “Functional”, and Expansive” in the teaching and learning.

　With the development of Science and Technology the way we teach and we learn has been changing rapidly. The Covid-19 pandemic, which was a global threat has brought a big discussion about the digitalization of education, such as Online Classes and e-learning. Needless to say, both F-to-F and e-learning have their own advantages. When thinking of the course design in the university in this time, I believe a course design that combines the advantages of both is highly required. In this presentation, I would like to show the blended learning course design of Lang 1210, the beginner course of Japanese language. And through e-learning and F-to-F I would like to show the process of students learning and teaching for “Connected”, “Functional”, Expansive”. With e-learning students can learn at their own pace and prepare for F-to-F classes at their convenience. In the classroom, I provide opportunities for students to teach and learn from each other, based upon their previous learning and preparation as their group learning activities. I also want to explore the possibilities of students expanding their learning on their own. Totally this may be one of the ways to cultivate students’ independence for learning. I also want to consider individual support. 

Key Words :“Connected”, “Functional”, and Expansive”

※The 13th International Symposium for Japanese Language Education and Japanese Studies “Embracing Diversities, Igniting Potentials”

This is the web of the Symposium.

Programme
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/6542f051e9e2bf77a825ce0d/1698885730127/Abstract_final_02112023.pdf

Proceeding
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/65483a937162ed27c4be4fe6/1699232449506/Proceedings_final_06112023.pdf

Abstract: This is the practical implementation of Lang 1210, the beginner course of Japanese Language, as Blended Learning, which is designed “Connected”, “Functional”, and Expansive” in the teaching and learning.  

 With the development of Science and Technology the way we teach and we learn has been changing rapidly. The Covid-19 pandemic, which was a global threat has brought a big discussion about the digitalization of education, such as Online Classes and e-learning, and so on. Needless to say, both F-to-F and e-learning have their own advantages. When thinking of the course design in the university in this time, I believe a course design that combines the advantages of both is highly required. In this presentation, I would like to show the blended learning course design of Lang 1210, the beginner course of Japanese language. And through e-learning and F-to-F I would like to show the process of students learning and teaching for “Connected”, “Functional”, Expansive”. With e-learning students can learn at their own pace and prepare for F-to-F classes at their convenience. In the classroom, I provide opportunities for students to teach and learn from each other, based upon their previous learning and preparation as their group learning activities. I also want to explore the possibilities of students expanding their learning on their own. Totally this may be one of the ways to cultivate students’ independence for learning. I also want to consider individual support.

Keywords:  “Connected”, “Functional”, and Expansive”

Lang1210 Course Concept Map

                           Learning & Teaching

　　                           F to F & e-Learning

                  Group Learning & Individual Learning

                     Connected, Functional and Expansive

                              Instructor as a Facilitator

Bullet Points of this presentation

1) Concept: Three Key Words

       -Connected, Functional, Expansive -

2) Grouping

       -How to make a group and what I do as a facilitator

3) e-Learning design

      -the design of learning and teaching to master basic and self-checking

4) Reflections & Considerations for the next step

5) For the future

　日本語の初級コース Lang1210におけるBlended Learningの実践事例を示しながら、「つながる」「機能する」「広がる」学びのデザインを示す。

　科学技術の発展に伴い、学び方が時代とともに変容してきている。コロナ禍でOnline授業、e-learningなどの教育のデジタル化が大きく進展した。対面型の授業であれ、e-learning型の学習であれ、それぞれ良さを秘めている。今後の教育活動を考える時、それぞれの良さを融合したデザインが求められると考える。この発表では、e-learningと対面型の授業を通して、学生が「つながる」「機能する」「広がる」学びのデザインを示す。学生自らがe-learningで、教材と向き合い学習を進める。教室では、新しい学習内容について、学生同士が教えあい学びあい理解を深める。興味や関心に応じて学びを自ら広げる可能性を探っていきたい。個別の学生の支援についても検討したい。

キーワード：「つながる」、「機能する」、「広がる」

※　The 13th International Symposium for Japanese Language Education and Japanese Studies “Embracing Diversities, Igniting Potentials”

This is the web of the Symposium.

Programme
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/6542f051e9e2bf77a825ce0d/1698885730127/Abstract_final_02112023.pdf

Proceeding
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/65483a937162ed27c4be4fe6/1699232449506/Proceedings_final_06112023.pdf

日本語の初級コース Lang1210 における Blended Learning の実践事例を示しながら、「つながる」「機能する」 「広がる」学びのデザインを示す。 科学技術の発展に伴い、学び方が時代とともに変容してきている。コロナ禍で Online 授業、e-learning な どの教育のデジタル化が大きく進展した。対面型の授業であれ、e-learning 型の学習であれ、それぞれ良さ を秘めている。今後の教育活動を考える時、それぞれの良さを融合したデザインが求められると考える。 この発表では、e-learning と対面型の授業を通して、学生が「つながる」「機能する」「広がる」学びのデザ インを示す。学生自らが e-learning で、教材と向き合い学習を進める。教室では、新しい学習内容について、 学生同士が教えあい学びあい理解を深める。興味や関心に応じて学びを自ら広げる可能性を探っていきた い。個別の学生の支援についても検討したい。

本研究は，生徒の主体性を育てる指導のあり方を，英語科授業実践を通して追究し，多くの学校現場で活かすことのできる手がかりを得ようとするものである。 学習者である生徒の主体性を育てることは大切なことであり，教育的意義は大きい。英語という外国語の学習では，とりわけ学習者が自ら進んで継続して学習する習慣を身につけることが大切であることは言うまでもない。学びの意欲が高まり，もっと知りたい学びたいと生徒が思い，学習していけるようにするには，どのような授業をしていくべきなのかを検討した。 授業実践事例としては，1年生の授業を中心に紹介していく。絵本を活用した取り組み，スキットを活用した取り組み，海外の方と交流する国際交流会の取り組みなどについて述べる。さらに，こうした授業の実践を支える取り組みについて述べる。

これまでの学習指導要領では「聞くこと」・「話すこと」などの実践的コミュニケーション能力の基礎を養うことに,主眼が置かれてきた。この度の学習指導要領の改定では,四技能をバランスよく統合的に育成し,コミュニケーション能力の基礎を養うこと,となった。また,週あたりの授業数も3時間から4時間へと増加し,英語学習の期待は高まる一方である。今回の改訂に基づき,英語科の授業は一体どう変容していくのであろうか。その一端を,滋賀大学教育学部附属中学校の実践を通して考える。

これまでの学習指導要領では「聞くこと」 「・ 話すこと」などの実践的コミュニケーション能力の基礎を養うことに，主眼が置かれてきた。この度の学習指導要領改訂では，四技能をバランスよく統合的に育成し，コミュニケーション能力の基礎を養うこと，となった。また，週あたりの授業時数も３時間から４時間へと増加し，英語学習の期待は高まる一方である。今回の改訂に基づき，英語科の授業は一体どう変容していくのあろうか。その一端を，滋賀大学教育学部附属中学校の実践を通して考える。

本研究は，実践的コミュニケーション能力の基礎を養う手だてについて，実際の授業の分析を通して検証するものである。教科書の活用を通して実践的コミュニケーション能力の基礎を養う事例と,スキットを活用して実践的にコミュニケーションをとる事例について言及する。 教科書を活用した事例では，「聞く」「読む」「書く」「話す」の四領域の学習活動を通して基礎基本の定着を目指す授業実践を行った。活動と活動が自然な流れでつながるように工夫し，実践的なコミュニケーション能力の基礎が養えるように試みた。スキットによる事例では，場面設定を明確にし，スキットを活用し，意図的にスキットとは異なる発問を取り入れながら，実践的に コミュニケーションを取る活動を仕組んだ。 その結果，主体的な学習の姿が随所に見られる，主体的な学習者の育成に成果が見られた。

本研究は，実践的コミュニケーション能力の基礎を養う手だてについて，実際の授業の分析を通して検証するものである。事例としては，実践的に英語を使っての国際交流会の事例と,スキットを活用して実践的にコミュニケーションをとる事例について言及する。 国際交流会では，これまで学習してきた英語を使って交流することで，英語を自然な状況で使う機会をもうけた。スキットによる事例では，学習したスキットを活用し，意図的にスキットとは異なる発問を取り入れながら，実践的にコミュニケーション活動を仕組んだ。

本研究は、実践的コミュニケーション能力の基礎を養う手だてについて、実際の授業の分析を通して検証するものである。事例としては、実践的に英語を使っての国際交流会の事例と、スキットを活用して実践的にコミュニケーションをとる事例について言及する。　国際交流会では、これまで学習してきた英語を使って交流することで、英語を自然な状況で使う機会をもうけた。スキットによる事例では、学習したスキットを活用し、意図的にスキットとは異なる発問を取り入れながら、実践的にコミュニケーション活動を仕組んだ。

本実践研究は、実践的コミュニケーション能力の基礎を養う手だてについて、実際の授業の分析を通して検証するものである。実践事例としては、実践的に英語使っての国際交流会の実践について言及する。　　国際交流会では、これまで学習してきた英語を使って交流することで、英語を自然な状況で使う機会を仕組むことの値打ちを確認できた。