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Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

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Page 1: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Japanese University Students’ Attitudes toward

the Teacher’s English Use

Koji Uenishi Hiroshima University

Page 2: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Outline

• Introduction• Research Objectives• Research Method• Results and Discussion• Conclusion

Page 3: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

1 Introduction

• In Japan the Ministry of Education, Culture, Sports, Science and Technology (MEXT): Changes to English language instruction in mainstream education.

• Primary sector: Foreign language activities (gaikokugo katudou), formally introduced in 2011; many primary teachers struggling with the teaching method & contents at school.

→ Discuss English as a formal English subject from now. • Secondary sector:

English language classes at senior high school taught primarily through the medium of English in 2013 (MEXT’s announcement, 2008).

→ Mixed response from English teachers at high schools.

Page 4: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• Tertiary sector:              More discussion on the merits of English classes only in the target language to further promote students’ learning motivation and English ability more flexible ⇔approaches that incorporate the use of Japanese.

• Researchers and educators:              Research on teachers’ use of Japanese in English classes (Ford, 2009; Burden, 2000; Critchey, 1999).

• Critchey: 91% (out of 160 university students) welcomed some degree of bilingual support; a teacher’s limited use of Japanese.

→ English-only classrooms not suitable in Japan.• Atkinson (1993): Integration of communicative

methodology with a selective and limited use of the L1.

Page 5: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

<ELT at Japanese universities>• Some researchers’ objection to L1 use: • Ryan (2002):    The students’ L1 not employed in class → given   more opportunities to use the target language. • Leane (2006) :    The value or importance of English-only classrooms:• The more chances they have for authentic

communication with each other, the greater the likelihood that their risk-taking, and hence communicative confidence, will increase.

Page 6: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

<Teaching contexts involving a more bilingual approach>• Cole (1998): At

lower levels, translating individual words, explaining grammar use, and facilitating complex instructions can save time and anguish, especially for mature students.

• Ford’s (2009) research: Although 9 out of 10 interviewees tended to follow an English-only approach concerning their own language use, they took a flexible tack on student language use and employed Japanese for ‘primarily humor, creating a relaxed atmosphere, giving instructions and task directions.’

Page 7: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

<Objections to a mixed language approach>• Burden (2000):   

  The teacher should not use the L1 ‘when explaining grammar, giving instructions, explaining class rules or the reasons why the students are doing a task, testing, or checking for understanding’.

→ Communication exclusively in the target language; ‘a more humanistic approach is needed that values the students, their culture and their language.’

Page 8: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• Ford (2009): There is a growing tendency toward recognizing not whether the teacher employs the students’ L1, but when or in what case it should be used in class.

→ The issue of English-only in classrooms ‘remains hotly debated.’ • Teaching: a complex activity. • English language teachers: in a wide range of actions

in class-time (e.g. explaining new words, explaining grammar, giving instructions, and checking students’ understanding)

  → Such items: teaching contexts in this paper.

Page 9: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

2 Research Objectives

• The research questions:• (1) What are non-English-major students’

attitudes toward the teacher’s English use in different teaching contexts?

• (2) Are there differences or similarities in attitudes toward the teacher’s English use between English-major and non-English-major students?

• (3) What ideas regarding the teacher’s English use can be found in non-English-major students’ free descriptions?

Page 10: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

3 Research Method

• Subjects: 91 first-year university students (non-English-majors)

• Classes: Communication III B during one semester (lower-intermediate and intermediate classes)

• The aim: students basically develop their receptive skills.

• Diverse 15 teaching contexts (Table 1) in the lessons (e.g. grammar instruction, explanation of vocabulary, and explanation of social issues).

→ The questionnaire at the end of the semester; 83 out of 91 students completed the questionnaires.

Page 11: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 1: Teaching contexts

• 1. explain new words• 2. give grammar instruction• 3. instruct students• 4. talk about Japanese and foreign cultures• 5. explain class code such as good manners and attitudes toward classes• 6. talk about assignments• 7. explain grammatical differences between English and Japanese• 8. give students quizzes• 9. confirm students’ understanding of the content • 10. relax students• 11. create a good rapport• 12. explain activities such as games • 13. review the previous lesson• 14. wrap up the class • 15. give a warning

Page 12: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• Students: evaluate whether Japanese teachers of English should use English-only in these teaching contexts through a questionnaire, using a 6-point scale ― to evaluate each item positively or negatively.

• Further groups of questions: • Items 16 to 19 (Table 2): toward a more global attitude

to English use in class. • Items 20 to 25 (Table 3): to assess students’

perceptions of their own ability/improvement in English after taking the class.

Page 13: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 2: General views on L1 and L2 use

• 16. Japanese teachers of English should use English in class.

• 17. Please describe the reason(s) why you agree or disagree with Item 16.

• 18. Students may use Japanese in class. • 19. Please describe the reason(s) why you agree or

disagree with Item 18.

Page 14: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 3: Awareness of English ability / improvement

• 20. I understood what the teacher said in English.• 21. I could interact with the teacher smoothly.• 22. I could use English positively.• 23. I understood the text.• 24. I could memorize more vocabulary in pair work

activities. • 25. I could improve my reading ability of the text.

Page 15: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

4 Results and Discussion

• Global statement ‘Japanese teachers should use English in class,’

• → This correlated positively with students’ awareness of their own English ability/improvement (Table 4).

• This aligns with the intuition that students who are aware of their English ability/improvement agree with the idea of the teacher’s English use in class.

• Students’ awareness of receptive ability/improvement was high

⇔ Not feel they could interact with peers and the teacher smoothly or positively (Table 5).

Page 16: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 4 Correlation: Item 16

Item r p

Awareness of English ability/improvement .335 .002

Page 17: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 5 Descriptive Analysis 1

AE: Awareness of English ability/improvement

Item M SD N

20 5.11 .897 83

21 3.18 1.201 83

22 3.24 1.007 83

23 4.95 .999 83

24 3.83 1.413 83

25 4.60 1.219 83

AE 4.15 5.020 83

Page 18: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

4.1 Research Question (1)

• Analyzing non-English-major students’ attitudes toward the teacher’s English use in the 15 teaching contexts, the data were divided into two categories: positive (6-4) and negative (3-1).

• → The data results (Table 6).

Page 19: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 6 Data Results of Students’ Attitudes

Item 1 2 3 4 5 6 7 8 9 10 11

PositiveNegative

49.450.6

31.3368.67

63.8636.14

79.5220.48

48.1951.81

22.8977.11

33.7366.27

53.0146.99

62.6537.35

50.649.4

57.8342.17

Item 12 13 14 15

PositiveNegative

74.725.3

75.924.1

66.2733.73

39.7660.24

Page 20: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 7 Descriptive Analysis 2

Item N M SD Item N M SD

1 83 3.47 1.086 9 83 3.83 1.277

2 83 2.98 1.000 10 83 3.53 1.272

3 83 4.04 1.224 11 83 3.71 1.077

4 83 4.11 1.024 12 83 4.18 1.170

5 83 3.61 1.248 13 83 4.14 1.083

6 83 2.89 1.179 14 83 3.89 1.190

7 83 3.16 1.053 15 83 3.33 1.231

8 83 3.61 1.198

Page 21: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Negative responses in the questionnaire content relating to teaching contexts

• Item 1 (explain new words)• Item 2 (give grammar instruction)• Item 5 (explain class code such as good manners and attitudes

toward classes) • Item 6 (talk about assignments)• Item 7 (explain grammatical differences between English and

Japanese) • Item 15 (give a warning) • For Items 1 and 5, approximately half of them answered in the

negative. • For Items 2, 6, and 7, a clear majority of students answered in

the negative.

Page 22: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• The results for Items 2 and 7:                Students do not like analyzing grammatical items only through the medium of English.

  → support Cole’s research. • University students’ preference → taught in the target

language (9 teaching contexts); • items with high positive percentages (over 4.0) • Item 3 (give instructions to students)• Item 4 (talk about Japanese and foreign cultures) • Item 12 (explain communication activities and games) • Item 13 (review the previous lesson) • → More preferable to be taught in English in the contexts of

reviewing, instructions and explanations of activities and cultures.

Page 23: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 8 Correlation: Item 16Item r p N

1 .187 .090 832 .395 .000 833 .564 .000 834 .422 .000 835 .471 .000 836 .528 .000 837 .450 .000 838 .393 .000 839 .256 .020 83

10 .227 .039 8311 .472 .000 8312 .298 .006 8313 .430 .000 8314 .386 .000 8315 .548 .000 83

Page 24: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• Next, the relationship between Item 16 and the 15 teaching contexts (the Pearson product-moment correlation coefficient).

• →In terms of the global statement: Item 16 “Japanese teachers should use English in class,” … a positive correlation with all 15 teaching contexts except for “explain new words (in English)” (Table 8).

• →This implies that students who are positive about the teacher’s English use tended to desire it in almost all contexts.

Page 25: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• The differences of non-English-major student attitudes toward the teacher’s English use, depending on their levels, were also explored.

• No significant difference between the two levels of students in 15 contexts in class.

• No significant differences between awareness of English ability and understanding the class content.

• →This indicates that there were no differences between non-English-major student levels, meaning that in all 15 contexts both levels of students tended to have almost the same attitudes toward the teacher’s English use.

Page 26: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

4.2 Research Objective (2)

• English-major and non-English-major students were compared based upon the data results obtained from the research.

• Remarkable differences in awareness of the Japanese teacher’s English use between both groups.

• The mean scores of English-major students were higher than those of non-English-major students in all 15 teaching contexts (Table 9).

• For non-English majors: only four out of 15 teaching contexts given a mean score of over 4.0.

• ⇔ For English majors: 10 teaching contexts. • → English-major students appear to prefer the teacher’s use

of English in class in almost all the contexts (Table 9).

Page 27: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 9 Descriptive Analysis 3Item G N M SD SE Item G N M SD SE

1 1 36 4.11 1.237 .206 .119

9 1 36 4.08 1.296 . 216 2 83 3.47 1.086 2 83 3.83 1.277 . 140

2 1 36 3.36 1.291 .215

.110

10 1 36 4.06 1.393 .2322 83 2.98 1.000 2 83 3.53 1.272 .140

3 1 36 4.58 1.156 .193 .134

11 1 36 4.28 1.210 .202 2 83 4.04 1.224 2 83 3.71 1.077 .118

4 1 36 4.50 1.108 .185.112

12 1 36 4.72 1.162 .194 2 83 4.11 1.024 2 83 4.18 1.170 .128

5 1 36 3.92 1.402 .234

.137

13 1 36 4.53 1.028 .171 2 83 3.61 1.248 2 83 4.14 1.083 .119

6 1 36 3.50 1.254 .209.129

14 1 36 4.19 1.037 .173 2 83 2.89 1.179 2 83 3.89 1.190 .131

7 1 36 3.36 1.175 .196 .116

15 1 36 4.11 1.635 .272 2 83 3.16 1.053 2 83 3.33 1.231 .135

8 1 36 3.69 1.451 .242

.131

2 83 3.61 1.198

Page 28: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 10 Comparison on Learners’ Awareness (t-test)

Item t p df1 2.836 .005 1172 1.763 .081 1173 2.277 .025 1174 1.868 .064 1175 1.169 .245 1176 2.537 .013 1177 .939 .350 1178 .313 .754 1179 .985 .327 117

10 2.011 .047 11711 2.541 .012 11712 2.324 .022 11713 1.799 .075 11714 1.324 .188 11715 2.886 .005 117

Page 29: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• When analyzing the data using the t-test, there were significant differences between English majors and that of non-English majors in seven teaching contexts (Table 10). English-major students, generally speaking, prefer the teacher to use English in class (t=5.603, df=117, p<.001); Medium sized effect (r=.46).

• The following preferred contexts: • when the teacher: • explains new words in English (Item 1)• gives instructions to students (Item 3)• explains homework/assignments and various activities such as

playing games (Items 6 and 12) • relaxes students (Item 10)• creates a good rapport (Item 11)• gives a warning to students (Item 15)

Page 30: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• Among them both groups tended to prefer to be taught in a quite different way in two teaching contexts: explain new words and give a warning.

• → English majors desired to be taught in the target language. • ⇔ Non-English majors preferred the teacher to use the

Japanese language. • <similarities between the two groups in terms of awareness of

the teacher’s English use> • English major and non-English major students tended to:• prefer the teacher to use Japanese only in grammar

instruction (Items 2 and 7). • want to be taught in the target language in the contexts such

as understanding the class content and evaluation.

Page 31: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

4.3 Research Question (3)

• Students’ free description (Item 17) in terms of Item 16, ‘The teacher should use English in class’:

• → 23 out of the 83 participants answer:• (1) the teacher’s English use is good for improving listening ability.• (2) they can get accustomed to listening to English. • Four students: they can focus on English studies. • Four students: they take it for granted that the teacher will employ

English in English classes. • → The main reason that the students give: the teacher should

employ the target language in class to develop their ability in listening to English.

Page 32: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• <Negative responses>• 14 students: the teacher should play it by ear

regarding his or her English use in class (e.g. grammar instruction or Japanese translation).

• 9 students: they could not follow the English class or did not understand the class content.

• 5 students: at the teacher’s L1 use promoted a better understanding of the class content.

Page 33: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

Table 11 Results of Free Description (Non-English majors)

Positive Comments N

Good for listening/get accustomed to listeningFocus on English (studies) Natural ( English classes)

2344

Negative Comments N

Play by ear / Use both English and JapaneseCannot follow the class / Don’t understand the classJapanese use deepens understanding Insufficient communicationDepends on the students’ English ability Miss important points in class

1495332

Page 34: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

5  Conclusion

• This research has examined the responses of students who were not majoring in English at university.

• Regarding non-English-major students’ attitudes toward the teacher’s English use, it was found that it is preferable to be taught in English in the contexts of reviewing, instructions, and explanations of activities and cultures.

• → It seems that students do not like analyzing grammatical items only through the medium of English.

• → They prefer to be taught in the target language in nine teaching contexts: reviewing, instructions, and explanations of activities and cultures.

Page 35: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• The differences of awareness of the Japanese teacher’s English use: the mean scores of English-major students were higher than those of non-English-major students in all 15 teaching contexts.

• Especially, in two teaching contexts (explain new words and give a warning), English majors desired to be taught in the target language,

• ⇔ Non-English majors preferred the teacher to use Japanese.

• <Similarities between the two groups regarding awareness of the teacher’s English use>

• Both groups tended to prefer the teacher to use the Japanese language only in grammar instruction.

• ⇔ They preferred to be taught in English in the contexts such as understanding the class content and evaluation.

Page 36: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

• The main reason that the students give for the teacher employing English in class is to enable them to develop their listening ability.

• Some students fear, however, that they might not be able to follow the English class or understand the class content without the teacher’s use of Japanese.

• < Areas explored in subsequent studies>• A further issue concerns the connection between awareness of

language ability/improvement and actual language improvement. Does a willingness to study in predominantly English-only classes correlate with a belief in English ability, or in actual English ability?

• Future research is necessary to obtain more reliable and objective results based on data from more subjects.

Page 37: Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University

References• Atkinson, D. (1993). Teaching monolingual classes. London: Longman. • Barker, D. (2003). Why English teachers in Japan need to learn Japanese. The Language Teacher,

27(2), 7, 9-11.• Burden, P. (2001). When do native English speaking teachers and Japanese college students disagree

about the use of Japanese in the English conversation classroom? The Language Teacher, 25(4), 5-9. • Burden, P. (2000). The use of the students’ mother tongue in monolingual English “Conversation”

classes at Japanese universities. The Language Teacher, 24(6), 5-11. • Cole, S. (1998). The use of L1 in communicative English classrooms. The Language Teacher, 22(12),

11-13. • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57,

402-423. • Critchley, M. P. (1999). Bilingual support in English classes in Japan: A survey of student opinions of

L1 use by foreign teachers. The Language Teacher, 23(9), 10-13. • Ford, K. (2009). Principles and practices of L1/L2 use in the Japanese university EFL classroom. JALT

Journal, 31(1), 63-80. • Leane, S. (2006). Establishing English only classrooms. Chugokugakuenn Journal, 5, 7-12.• Uenishi, K. (2012). Teaching EFL Classes with English as the Medium: a Focus on University Students’

Attitudes toward the Teacher’s English Use. A paper presented at the third International TESOL Conference in Vietnam.

• Uenishi, K. (2011). Eigo no jugyou wa eigo de okonau nikannsuru itikousatsu. [A study of teaching English lessons as the medium: A heightening awareness on both the English teacher and the high school student]. Setsunan Journal of English Education, No.5, 115-141.

• Willis, H. (1981). Teaching English through English. Essex: Longman.

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Thank you for your attention.