Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work

Researching Study Abroad - Declining Participation in Japan and an Overview of Past Research -

This brief review article discusses past research on study abroad in both the Japanese and wider contexts. The research has taken place within two broad strands: quantitative investigations into the impact of learning context on the development of language proficiency; and qualitative and ethnographic explorations of how individual factors are influenced by learning abroad. The review argues that methodologies situated in the second strand may offer greater insight into study abroad experiences given the multiple and unique factors involved. When such research is used in promotional material over a reliance on anecdotal remarks, parents and prospective participants may be more convinced of the potential benefits of overseas study. This may particularly be the case in a Japanese context characterised by declining participation rates in Japan. It may also help participants to develop realistic expectations of the kinds of development that can take place on a sojourn. This would be particularly helpful for short-term programmes, the fastest growing sector of study abroad, where gains may be seen more in terms of motivation, confidence, attitude to English and culture learning, than on the development of language proficiency. The review article discusses past research in the area, with a focus on Japan. It begins by looking at the recent trend of declining participation and challenges some commonly cited reasons

Supporting the Learning of Study Abroad Students

Study abroad is perceived as important by many stakeholders in Japanese university settings. This perception is based on widely held beliefs that it provides linguistic, intercultural and personal benefits for those taking part. Short-term programmes are increasingly selected given the relative ease of organisation and the short time requirements. They are particularly relevant in settings like Sojo University to provide non-language major students with practical international experiences to use English and to support intercultural and personal developments. However, participation in these programmes does not automatically lead to these developments. Students may find themselves in international settings without sufficient learning skills to maximise available learning opportunities that experiences abroad may provide. Pre-departure training incorporating independent tasks for these students may support more learning abroad. In the Sojo International Learning Center (SILC), varying levels of independent learning among pre- and post-study abroad students can be observed. While some students take advantage of the self-access learning centre (SALC) resources and advice available, the majority do not. Important learning opportunities are, therefore, missed. Pre-departure training and post-study abroad learning support may help address these issues. To address these challenges, an e-learning independent learning course has been proposed. The course presents content through Moodle tasks and is supplemented with discussions and SALC engagement. This may be a particularly useful and relevant approach to promote independent learning skills and intercultural learning for study abroad students

Learner Autonomy among University EFL Learners in Japan -Defining the Concept and Addressing Cultural Challenges-

Interest in learner autonomy in East Asia is growing as educational institutions become more aware of its potential for supporting learning and seek effective autonomy-promoting strategies. However, autonomy is far from a self-explanatory and uncontested term and there are multiple interpretations and definitions. In addition, autonomy is a Western construct and as such it can become stereotypically and ideologically loaded in English language teaching. In a Confucian heritage culture such as Japan, where dependence on teachers for input has traditionally been emphasised over learner independence, there is a resulting need to conceive and frame definitions in the local context and to find culturally appropriate ways in which to promote it. This article discusses these issues. It problematises autonomy in East Asia and specifically in Japan and attempts to define it in a Japanese university EFL context. It then looks at ways to address cultural challenges and discusses some ideas for how to promote it in that context

Student Feedback on SILC Online Learning Provisions During the Covid-19 Pandemic

This paper elaborates on a survey relating to online learning experiences of second-year students on the SILC English programme during the Covid-19 pandemic. The survey was delivered online, in the first face-to-face class following a 4-week period of online instruction at the beginning of the 2020/21 academic year. Student feedback was important in providing SILC teachers with an impression of students’ experiences as well as students’ general perspectives towards online learning. Feedback also helped in gauging the effectiveness of the online learning provision and in identifying emerging challenges. Results showed variation in the extent to which students engaged with online learning. Analyses of survey data had implications for educational practices during the remainder of the semester as the SILC adapted to a hybrid face-to-face and ‘on demand’ online system

Medicines prescribed for asthma, discontinuation and perinatal outcomes, including breastfeeding: A population cohort analysis

ObjectivesTo explore associations between exposures to medicines prescribed for asthma and their discontinuation in pregnancy and preterm birth [MethodsDesign. A population-based cohort study. Setting. The Secure Anonymised Information Linkage [SAIL] databank in Wales, linking maternal primary care data with infant outcomes. Population. 107,573, 105,331, and 38,725 infants born 2000-2010 with information on premature birth, SGA and breastfeeding respectively, after exclusions. Exposures. maternal prescriptions for asthma medicines or their discontinuation in pregnancy. Methods. Odds ratios for adverse pregnancy outcomes were calculated for the exposed versus the unexposed population, adjusted for smoking, parity, age and socio-economic status.ResultsPrescriptions for asthma, whether continued or discontinued during pregnancy, were associated with birth atConclusionsPrescription of asthma medicines before or during pregnancy was associated with higher prevalence of adverse perinatal outcomes, particularly if prescriptions were discontinued during pregnancy. Women discontinuing medicines during pregnancy could be identified from prescription records. The impact of targeting close monitoring and breastfeeding support warrants exploration

Antidepressant prescriptions, discontinuation, depression and perinatal outcomes, including breastfeeding: A population cohort analysis

ObjectivesTo explore associations between exposure to antidepressants, their discontinuation, depression [medicated or unmediated] and preterm birth [MethodsDesign: A population-based cohort study. Setting: The Secure Anonymised Information Linkage [SAIL] databank in Wales, linking maternal primary care data with infant outcomes. Participants: 107,573, 105,331, and 38,725 infants born 2000-2010 with information on prematurity, SGA and breastfeeding respectively, after exclusions. Exposures: Maternal antidepressant prescriptions in trimesters 2 or 3, discontinuation after trimester 1, recorded diagnosis of depression [medicated or unmediated] in pregnancy. Methods: Odds ratios for adverse pregnancy outcomes were calculated, adjusted for smoking, parity, socio-economic status, and depression.ResultsExclusive formula feeding at 6-8 weeks was associated with prescriptions in trimesters 2 or 3 for any antidepressants (adjusted odds ratio [aOR] 0.81, 95% confidence intervals 0.67-0.98), SSRIs [aOR 0.77, 0.62-0.95], particularly higher doses [aOR 0.45, 0.23-0.86], discontinuation of antidepressants or SSRIs after trimester 1 (aOR 0.70, 0.57-0.83 and 0.66, 0.51-0.87), diagnosis of depression aOR 0.76 [0.70-0.82), particularly if medicated (aOR 0.70, 0.58-0.85), rather than unmedicated (aOR 0.87, 0.82-0.92). Preterm birth at ImplicationsExposure to antidepressants or depression increased risks of exclusive formula feeding at 6-8 weeks, and prescription of antidepressants was associated with SGA <3rd centile. Prescription of antidepressants offers a useful marker to target additional support and additional care before and during pregnancy and lactation

Enhancing Learner Engagement in a Communicative Curriculum

Throughout the field of English language education, communication skills are increasingly being emphasized. Within the Japanese university context this is particularly the case. There are however many challenges to fostering a communicative classroom. These challenges include learners accustomed to teacher-centered approaches and passive behavior in the classroom. Additional complications inherent to compulsory study include variations in learners’ motivation, interest, and proficiency. This paper presents an attempt to improve learner engagement in speaking activities as part of a project of ongoing curriculum renewal

Proceedings of the 6th National Patient Reported Outcome Measures (PROMs) Annual UK Research Virtual Conference, Bridgend, Wales 2022

The 6th UK Patient Reported Outcome Measures (PROMs) Research Conference was held on the 14th and 15th of June 2022. Hosted online, it attracted an international audience from locations including Europe, the USA, Australia, New Zealand, and the Caribbean, and was attended by 381 people with representatives from academia, healthcare, patients, and industry. Previously hosted by the Universities of Sheffield, Oxford, Birmingham and Leeds Beckett, for the first time it was hosted by a non-academic organisation, making its inaugural visit to Wales, and was hosted by The Welsh Value in Health Centre. Welcoming abstracts on any topics, focused themes included: Methods; Implementation; Palliative Care; COVID-19; Patient and Public Involvement; Mental Health; and Social Care

Evidence-based planning and costing palliative care services for children : novel multi-method epidemiological and economic exemplar

Background: Children’s palliative care is a relatively new clinical specialty. Its nature is multi-dimensional and its delivery necessarily multi-professional. Numerous diverse public and not-for-profit organisations typically provide services and support. Because services are not centrally coordinated, they are provided in a manner that is inconsistent and incoherent. Since the first children’s hospice opened in 1982, the epidemiology of life-limiting conditions has changed with more children living longer, and many requiring transfer to adult services. Very little is known about the number of children living within any given geographical locality, costs of care, or experiences of children with ongoing palliative care needs and their families. We integrated evidence, and undertook and used novel methodological epidemiological work to develop the first evidence-based and costed commissioning exemplar. Methods: Multi-method epidemiological and economic exemplar from a health and not-for-profit organisation perspective, to estimate numbers of children under 19 years with life-limiting conditions, cost current services, determine child/parent care preferences, and cost choice of end-of-life care at home. Results: The exemplar locality (North Wales) had important gaps in service provision and the clinical network. The estimated annual total cost of current children’s palliative care was about £5.5 million; average annual care cost per child was £22,771 using 2007 prevalence estimates and £2,437- £11,045 using new 2012/13 population-based prevalence estimates. Using population-based prevalence, we estimate 2271 children with a life-limiting condition in the general exemplar population and around 501 children per year with ongoing palliative care needs in contact with hospital services. Around 24 children with a wide range of life-limiting conditions require end-of-life care per year. Choice of end-of-life care at home was requested, which is not currently universally available. We estimated a minimum (based on 1 week of end-of-life care) additional cost of £336,000 per year to provide end-of-life support at home. Were end-of-life care to span 4 weeks, the total annual additional costs increases to £536,500 (2010/11 prices). Conclusions: Findings make a significant contribution to population-based needs assessment and commissioning methodology in children’s palliative care. Further work is needed to determine with greater precision which children in the total population require access to services and when. Half of children who died 2002-7 did not have conditions that met the globally used children's palliative care condition categories, which need revision in light of findings