Educational cultural analysis of language assessment rubrics: a case study of Japanese language at a British University

The standard of language assessment is considered to be similar within the same country, but it actually varies from institution to institution even within the UK. Rubrics are important for language teachers to access students' written work, and it also relates to teachers' objective or subjective marking. This paper looks at Japanese assessment criteria in a British STEM university where students study Japanese in the IWLP context. Using two dimensions from Hofstede et al.'s (2010) cultural taxonomy and Hall's (1976) concept of high- and low-context culture, Japanese language rubrics for the written assessment was analysed in 2017. The findings show that the rubrics examined in this study were under the influence of Hofstede et al.'s (2010) collectivist and strong uncertainty avoidance educational culture. The emphasis on the correct use of grammar was observed and also found that language teachers in this institution grade students' written work more objectively using quantitative method. The rubrics includes instructions which enhance the quality of grading consistent and standardise among all language teachers. This process also helps to justify the first marker's awarded marks to the second marker and also the external examiner. Recommendations are given to language teachers and managers who coordinate languages. Language teachers are recommended to inform students whether the focus is accuracy or creativity as this information affects students in working on their assessed work. It is also recommended for managers at language centres to revise periodically the definition of categories to examine if there are any duplication among the rubrics and update them. Incorporating some aspects of rubrics mentioned in this study may enhance the quality of language teachers' grading to be standardised and consistent

An investigation of students’ preferences in Japanese teaching and learning

The teachers in the individualist country usually teach students using individualist approach while teachers in the collectivist countries teach students using collectivist approach. However, teachers and students do not usually share the same educational culture in language classrooms. The purpose of this study has two: first, to examine individualist and collectivist characteristics; second, to ascertain the students’ teaching preference whether it is individualist or collectivist approach in a British university. Participants were 19 students who study Japanese language through institution wide language program at a British university in the South of England. The collected data consist of two: questionnaire and an informal interview, both of which were conducted at the end of spring term 2019. The data were analysed using mixed methods. The quantitative results showed that students preferred a mixture of both educational cultures. The ratio of individualist: collectivist: neutral position was 74:11:16 in spite of the fact that this study was conducted in an individualist education culture

Re-examine Lou Go phenomenon in Japan

This study is to re-examine the language phenomenon which occurred in Japan. Japan had undergone a linguist phenomenon called Lou Go (‘Lou language’) between 2006 and 2007. Lou Go had been analysed its basic grammar rule and the use of vocabulary when it was in trend. However, the analysis was not linguistically studied and its implication was unknown. The objective of this study is to investigate Lou Go from linguistic perspectives and consider its implications. The research method of Lou Go’s characteristics was analysed using a Lou Go text and Katakana (English borrowing words) text both quantitatively and qualitatively. Two key findings were observed. The first was that the use of English borrowing words and relexification of the word class were different, although both Lou Go and Katakana texts seems to share similarities. The relexification of Katakana text used only pronouns or nouns while Lou Go text consisted of relexification of nouns, verbs and adjectives. The second finding was that Lou Go users were usually Japanese native speakers and they did conscious code-switching which means they intentionally chose to replace certain Japanese nouns, verbs and adjectives into English. From these results, it may be possible to conclude that Lou Go was not an extension of existing Katakana and that Lou Go was not an alternative name of foreigners’ Japanese. Implication of Lou Go phenomenon is that its success may be due to a combination of globalisation and Japanese educational policy at the right time and the right place

Is enjoyment still important in university second language education?

This study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students‟ enjoyment and flow

Academic infractions of assessed work in Japanese language

Google Translate (GT) is a free on-line translation tool and accessible to anyone including students who study languages. Before the advent of GT, dictionaries have been used by language learners, which have only receptive translation function. Unlike dictionaries, GT has two translation functions: receptive and productive. This productive function of GT has been increasingly creating problems in university language assessment and language teachers with students’ cheating, plagiarism or academic infractions. The purpose of this article is to find evidence that GT has a causal effect of students’ cheating, plagiarism or academic infractions. In addition, how coherence also seems to be associated with academic infraction is discussed before the methodology. The study investigated the formative Japanese coursework essay writings of three students who have studied Japanese for 1 year but with no basic understanding or knowledge of the Japanese language at a university of South of England. It is concluded that all the three students were suspected of committing plagiarism in spite of teacher’s warning of plagiarism. The implications of this study are directed at institutions, teachers and students. Institutions should review the information gap between the websites which are written for students and the university’s official published website statement on plagiarism. Institutions may also need to mention GT specifically in the plagiarism documentation. Institutions may also consider adopting an additional coversheet system to use as students’ declaration of plagiarism. Language teacher should be familiar with the differences between plagiarism vs. cheatings, plagiarism vs. academic infractions/offences and the components of academic infractions of the university they work. Students should submit their own work, not using GT or copying and pasting translated sentences from websites

Comparison of Japanese language assessment criteria of a STEM and a Non-STEM university in the UK

This study compares a STEM and a non-STEM British university’s Japanese marking criteria using two cultural concepts as a framework. There are movements in language teaching to focus on teaching specific purposes. The findings show that the two types of assessment criteria, simple and detailed assessment criteria exist, which were under the influence of these two cultural concepts. Language teachers who use simple assessment criteria grade students’ work more objectively using quantitative method, whereas those who use detailed assessment criteria grade more subjectively. Language teachers who use detailed assessment criteria may have less workload marking and grading than those who use simple assessment. However, the grading quality of those who use detailed assessment criteria may not be as consistent as that of those who use simple assessment. In addition, the emphasis on either creativity or accuracy is related to simple or detailed assessment criteria. It is recommended to incorporate some aspects of simple assessment criteria to improve the consistency of the grading if an institution uses detailed assessment. If an institution uses simple assessment criteria, it is recommended to incorporate the clarity aspect of detailed assessment criteria

Are international students' preferred pedagogy influenced by their educational culture?

The increasing number of international students is studying at British universities. This study investigates multicultural students’ preferences on teaching and learning which was conducted at a university in the South of England during 2009/2010 academic year. In the literature review, the framework used in this study is explained. The study sample was 34 students who were studying Japanese as a non-credit module. Quantitative and qualitative data was collected using questionnaires. The results showed that some students’ preferred pedagogy appeared to be altered and influenced by British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preferred pedagogy are identified into given categories based on the framework of the study. Those who are in the teaching profession are encouraged to take into consideration of the educational cultures and teaching and learning practices from non-Anglophone countries

How can we improve Module Evaluation Questionnaires?

Module Evaluation Questionnaires (MEQs) are an important source of student feedback on teaching and learning. They are also often relied upon as evidence cases for promotion and teaching. However, in their current form they suffer from low response rates reducing their usefulness and validity. Local practices have grown to address the need for feedback but they are inconsistent year on year or across the university. Existing research on teaching evaluations indicates that there are a source of bias and suggests careful design of MEQs

An experimental case study of a Japanese language teaching at a British university

This study investigates if language teachers can motivate the undergraduate students who learn language at a British university using the three factors which are considered as the fundamental to motivation in psychology studies. 19 participant’s students were learned Japanese language in university of South of England in the Institution Wide Language Program (IWLP). The study was experimental and the participants studied in the experimental classes which include the three factors for one semester during the spring term of 2019. The methodology of this study used questionnaire and questionnaires were analysed whether participants experienced the three factors using qualitative analysis. The results showed that the majority of students agreed that they experienced three factors, which illustrate helping students’ motivation. It was concluded that it is possible for language teachers to manipulate the language learning environment and language teachers can make the majority of students motivate and facilitate students’ language learning. However, a student with reasonable adjustment experienced only two of the three factors, which indicated that this student was unable to experience motivatio