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Asia Institute - Research Publications
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ItemAssessment of Higher-Order Thinking Skills Required for Intercultural LearningToyoda, E (Intercultural Association for Intercultural Communication Studies, 2018)
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ItemLA ACULTURACIÓN A TRAVÉS DE UNA ACTIVIDAD DE RECREACIÓN: EL TANGO ARGENTINO EN JAPÓNTOYODA, E (Universidad de Buenos Aires, 2016)
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ItemEvaluation of computerised reading-assistance systems for reading Japanese texts - from a linguistic point of viewToyoda, E (AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2016)<p>[This section does not allow copy & paste. I have copied the abstract of my paper manually].</p><p> </p><p>Websites written in the target language abound for L2 learners to read. Reading unmodified texts in a L2, however, requires a great level of reading ability, especially in the case where L1 is orthographically and syntactically distant from the target language. Thus, it is essential to have an effective computerised reading support system that gives L2 readers sufficient information for comprehension, and that, at the same time, assists in the development of reading ability for future reading. This study analysed four support systems for reading Japanese texts based on criteria supported by previous research findings, in order to determine whether they cover a wide range of information useful for reading comprehension and for the development of reading ability. The results revealed the strengths and weaknesses of the four although none of the four satisfied all the criteria. The paper discusses possible improvements and any potential difficulties that may hinder them.</p>
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ItemThe development of multifunctional learning environment for reading Japanese.TOYODA, E ; Matsushita, T ; Halpern, J (CASTEL, 2015)
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ItemUsing video sharing for learning Japanese based on Community of InquiryTOYODA, E ; Harrison, R (National University of, 2014)This paper reports on a collaborative project using online blended learning based on Community of Inquiry. Undergraduate students in Australia created videos, on contemporary issues in Japan, and uploaded them on YouTube, where they were commented on by postgraduate trainee teachers in Japan. The results of a data analysis using Community of Inquiry framework showed that, on one hand, the Melbourne students were mostly positive about opportunities to interact with students in Japan. On the other hand, the Kobe students, although recognizing the benefits of blended learning, were critical of the project in terms of issues related to their own feedback and over the project management. Thus, the CoI analysis, when it was conducted in separate settings, revealed that the two groups of participants in the same project perceived it very differently, and allowed us to see the issues across the project as a whole. We suggest that the CoI framework needs to be modified, if it is used to evaluate collaborative blended learning that involves more than one learning environment.
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ItemCollaborative video blended learning for exercising higher-order thinking - evaluation using community of inquiry frameworkToyoda, E (Inderscience Publishers, 2015)
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ItemRelationship between Higher-Order Thinking Skills and L2 PerformanceTOYODA, E (National University of Singapore, 2015)This article details a study looking at learning outcomes in a foreign language course with a focus on intercultural learning. The main aim of this study is to examine the relationship between learners’ L2 performance and their higher-thinking skills. In advanced Japanese language classes at an Australian university, students read articles regarding global issues written in Japanese, and engaged in discussions with peers from various cultural backgrounds. They then created videos on contemporary issues, and uploaded them to YouTube, where they were commented on by students in Japanese universities. This paper describes in detail L2 performance of six students with different backgrounds (two international students, two local students with an Asian background, and two local students with a relatively monocultural background). The findings suggest that there is no clear relationship between learners’ L2 performance and the higher-order thinking skills exhibited in intercultural learning. The paper also discusses constructs of L2 performance required in intercultural communication.