Evaluation of an English Course on Designing
Effective Instruction at Ehime University
Greg Tabios PAWILEN１）, Eiji TOMIDA２）
１）University of the Philippines, Diliman２）Ehime University

this challenge requires academics to develop students

Background of the Studywith necessary skills and knowledge needed by theInternationalization is fast changing the educationalsociety and to prepare global teachers who posses highlandscape of many countries in the world. The enor-

level

mous developments in Information Technology havedefined intercultural competence as the ability tomade substantial effect in education. The geographicalinterpret intentional communications（language, signs,

distance between students and teachers in different

gestures）, some unconscious clues（e. g. body language）,

countries is becoming narrower each day. Through theand customs in cultural styles different from oneʼs own.

internet, students can easily connect themselves to

The emphasis of intercultural competence is empathy

different people, experts, and information from different

and communication.

ofinterculturalcompetence. Bennett （）

parts of the world. As a result, many curricular and

The English language is still the worldʼs interna-

instructional innovations were introduced in all levels oftional language and it is continuously gaining prominence

education. Internationalization

fast

in countries where English is not their first language,

becoming the focus of schools, colleges, and universities

like Japan. Many people across the globe use English

across the globe. According to Diokno（）interna-when they go to different countries ; it is the dominanttionalization exposes faculty and students to new

language used in the academe, tourism, politics, busi-

learning opportunities and environments and enables

ness, and in many fields aside from their national andthem to understand different cultures. As consequence,local

it is a crucial task for teacher education institutions tocompetence and confidence of teachers in using English

develop global teachers.

as a medium of instruction is necessary for developingofeducationis

The idea of developing global teachers is real.

language. Thus

developingthelanguage

global teachers（Pawilen, Sumida, & Calingasan,）.

Global teachers are not only those who possess high level

Responding to the urgent need for the teacherof Technology and Pedagogical Content Knowledge

education to develop English ability for teaching purpose,（TPCK）; they understand the multicultural nature of

the authors and their colleagues planned and imple-

every classroom and possess good communication skills.

mented a course meeting the demand. In developing

They can communicate their ideas to different types ofJapanese student teachersʼ ability to plan lessons inlearners and they plan instruction that engage theEnglish, effective and constant mentoring is importantlearners into deeper and meaningful learning process.

（Hiwatig, et al.,They understand that each classroom is filled withverbal and cognitive ability of teachers is important.

students coming from different places bringing with

Given that teachers spend most of the day thinking onthem their culture, prior knowledge, experiences, needs,

their feet and communicating with students, itʼs not

aspirations, and their language（Pawilen,

surprising that teachersʼ verbal and cognitive abilities

Yanagisawa（）.

）. According to Goodwin （））reiterated the need to develop

are strongly tied to their success in the classroom. It is

students who have global perspectives and to foster

important to understand that language is at the heart ofhuman resources which can be active anywhere in theculture and cognition（Bennett,

world. In the field of teacher education, responding to
大学教育実践ジャーナル 第 号）.

The Faculty of Education at Ehime University

Greg Tabios PAWILEN, Eiji TOMIDA

developed a course that will facilitate the development ofhelp students understand the foundations of classroom

studentsʼ ability to plan and implement effective lessons

interactions while giving them experience with English-

using English as a medium of instruction. The faculty

language classroom instruction. English is used as themembers who have contributed to the international

primary language during class all through the course.

exchanges started to discuss on the designing the

Each half of the course has

course : Takenaga Yuji, Ikeno Osamu, Sumida Manabu,

as one credit. Enrolling first half of the course is

and the second author of the present paper. The course

requirement for the enrolment in the second half.

hours which are counted

is innovative and action-oriented where each student

This paper focused only on the evaluation of thedevelops the confidence of using English for teaching

second part of the course which focused on designing

through different lectures, workshops, discussions, andinstructional plans using English. The result of theteaching demonstrations. The course is offered toevaluation will be useful in improving the content anduniversity students who have been interested in learning

delivery of the course and in developing an effective

how to use English as a medium of instruction and planmeans

to engage in teaching jobs.

competence and confidence in using English as a

The objective of the course is to meet the demandfortraining

Japanese

students

todevelopmedium of instruction in various subjects.

for school personnel to acquire the skills to teach various
subjects using English as a medium of instruction. This
course is different from the existing courses taught inEnglish or from the existing English Language classes.
It is basically designed as a course on English for

The Framework for the Intensive Course
on Designing Instructional Plans
Using English
In order to guide the instructor of the course, theTeachers ; it offers practical and useful lessons on how to
use English as a medium of instruction effectively by

Course Framework shown in Figure

analyzing how teachers use English in performing theirThe

differentasdesired outcomes of the course. This is a great help forunderstanding the learners, planning instruction, andthe instructor in preparing the input for the lectures andclassroom management.

for

roles

insidetheclassroomsuch

framework

planning

shows

activities

the

for

was developed.

contents, methods, andthestudents. In

theThe offering of the course is very timely ; Japan isdevelopment of the course, the instructor considers theat the dawn of implementing its English Education

fact that all students enrolled are not native English

program in the public school system. The course could

speakers thus they have limited vocabulary. It is theprovide learning experience for students to be trained on

intention of the course to help students develop self-

how to teach English to Japanese students and to use

esteem and confidence in using English as a medium of

the English language effectively as a medium of

instruction for various subjects.

instruction. It is aligned with the universityʼs goal to

The course aimed to develop the competence andenter the arena of internationalization and globalization

confidence of students in using English as a medium ofof education.

instruction and in preparing instructional plans using

The course comprised of two major parts. The first

English. The course was done on two days session.

part was designed and implemented by Tamai Satomi,

The content of the course focused on using English for

who runs Amic International Inc. She has a wealth of

preparing instructional plans. The contents of theexperience as an interpreter and an English language

course include the following :teacher. The second half was designed and imple-． Knowing the learners−the student teachers weremented by the first author of the present paper.
In the first half of the course, students learned thetype of mindset demanded by international society,given the opportunity to discuss the importance ofknowing the learning styles of the students andutilizing

them

in

instruction. In

thiscourse,including the concept of the world Englishes and ENL,

Howard Gardnerʼs theory of Multiple Intelligences

ESL, and EFL. Instruction and drilling are carried to（）was used.

help students become accustomed to a dialogue-based． Principles of effective instruction−this includes aninteractive learning style. Actual overseas classroom

analysis of the general principles for designingsessions are utilized as course material to simultaneously

effective instruction by discussing the different
大学教育実践ジャーナル 第 号

Evaluation of an English Course on Designing Effective Instruction at Ehime University

Figurefactors

affecting

instruction

teachers,

teachers see and understand the application of thestudents, instructional media, learning environment,

strategies, principles, and theories in actual classroom

and evaluation tools specified in the model devel-

situations.

oped by Ramsey & Howe（． Writing

instructional

such

as

: Framework of the Course）.

These learner-centered strategies are necessary in
student

order to help student teachers develop the confidence toteachers were exposed to the Bloomʼs Taxonomy of

Objectives − theshare their ideas in English and to participate actively in

Educational Objectives（）. They discussed theclass discussions. In order to better facilitate studentʼs

different learning domains, and presented with a list

learning and interaction, the instructor facilitated theof verbs to use in writing instructional objectives

course with sense of humor. Researchers, Ornstein &based on the works of Adriano（

Levine（）.

． Selecting classroom-based teaching strategies−a listof different strategies was discussed. A demon-）, have recommended that the use of humor

by teachers can capture the interest of students andreduce tension.

stration was also used to show to the student

It is the goal of this subject to contribute to theteachers how the strategies can be used in different

realization of the English Education program of thesubject areas.

Japanese Ministry of Education ; given that Ehime． Preparing instructional plans−the student teachers
were presented with the instructional planningmodel developed by Reiser & Dick（）. Using

University is one of the national universities that must
respond to the needs of the country.
Consequently, it

isimportanttoexaminethethe model, the procedure in writing instructional

outcomes of the course by analyzing the skills andplan was discussed. In this phase, the student

competence of the students in designing lesson plans forteachers were also given examples of lesson plansdifferent subjects using English. The result of thisfor Social Studies, Mathematics, Science, and Eng-

study

lish to analyze.

pedagogical skills of student teachers on using English as． Actual

writingofdemonstration−thelessonplans

students

were

and

teaching

given

providesusefulinsights

forimprovingthea medium of instruction.

three

hours to prepare lesson plans using the model and toprepare for teaching demonstration.

Methodology

The methods used in implementing the course

The study aimed to evaluate an intensive course on

included a combination of teacher-centered and learner-using English for developing Instructional Plans. The

centered strategies. Series of lectures and discussions

researchers used the participant observation method inwere done to help the students learn different theories

this study. There are

and principles of teaching. Demonstrations or mod-the course. Out of

elling, small-groupreflections,males. Twelve of them are students of the Faculty ofsimulated activities were also used to help the student

Education and the one is a student of the Faculty of Law

discussions, individual

大学教育実践ジャーナル 第 号

students who participated in, nine are females and four are

Greg Tabios PAWILEN, Eiji TOMIDA

and Letters.

I learned the different parts of a lesson plan and that it

The researchers served as instructors and facilitators

is important to create a good atmosphere in thefor the workshops, and served as mentors for theclassroom. （Student J）

students during the two days session. The primary

I learned many techniques in teaching. I also enjoyedsources of data derive from the result of the evaluation

the activities and the tongue twisters. （Student K）

form conducted to the students at the end of the session.

It is important to do

The researchers also recorded studentsʼ questions andteaching

students. I

learned

when

also

that

ideas during the lesson and analyzed the lesson plans

memorization is not learning. We should ask

why

prepared by the student teachers. Specifically, thisandstudy answered the following questions :thepractice and feedbackquestions to the students. （Student L）

how

Those responses of the students showed that they

． What new ideas were learned by the students asa result of the course ?

learn how to effectively develop a lesson plan, selectdifferent teaching strategies and techniques, and some

． How did the students perform during the course ?

principles of effective instruction. The students also

． What are the perceptions of the students about

mentioned that they learned how to use English in

the course ?

teaching various subjects. According to the responses of． Based on the instructional plans that the student
teachers

prepared, howcompetent

arethe students, these are new ideas for them ; probably

thebecause all are still in their second year in education

student teachers in designing instructional plans

course. One of the students, student D, in fact is notusing English ?

from the Faculty of Education.

． What problems are encountered in the implementation of the course ?

Tsubota Yasushi, a researcher working at Kyoto
University, participated in the course as an observer.
In the personal correspondence with him, he noted someobservations

Results and Discussion

on

the

classes. The

present

study

incorporated his findings for broader data collection. He

The results of the study were clustered based on
the four research questions mentioned in this paper.

also identified the following ideas learned by thestudents（Tsubota,）:

The importance of conducting review before the
１． What new ideas were learned by the students asstart of the class. The professional observera result of the course ?

noted this to be an excellent idea in helping the

The responses of the student teachers showed thatstudents

understands

prerequisite

skillsandthey have learned a lot from the course. The following

background information that they need to learn inwere mentioned by the students :every topic.

I learned many teaching strategies for different

The use of constructivist teaching strategies such

subjects. （Student A & B）

as collaborative activities, modelling or demonstra-

I learned how to write lesson plans in English for thetion activities, and using real-life examples infirst time. It was a useful skill for me. （Student C）

class.

It is necessary to use appropriate visual aids and be

The A to Z teaching strategies that they can use

able to explain them during the lesson. （Student D）

in teaching different subjects. They are taught

I learned the difference in the way Japanese preparethat teaching is like a magic if the teachers have alesson plans from other countries. （Student E, F, &good repertoire of effective teaching strategies.

G）

They are challenged to try these approaches andI learned that instructional objectives should be S. M.

strategies in their own teaching.

A. R. T. −specific, measurable, attainable, realistic,

The art of making a learner-friendly atmosphereand time bounded. （Student H）

in the classroom. This is done by developing

I learned that there is a proper procedure followed ingood rapport with the students and responding toteaching and learning. In this class I learned a new

the studentsʼ needs and concerns. In this class,model that was developed

this was done by telling the students that it is（Student I）

byReiser&Dick.

normal to feel nervous and commit mistakes in
大学教育実践ジャーナル 第 号

Evaluation of an English Course on Designing Effective Instruction at Ehime University

the class but there are ways to overcome them.

the class for two days. （Student G）

Building studentsʼ confidence is very important in

The result of the studentsʼ evaluation of their

engaging the students in meaningful learning.

performance and the narrative comments given by theBased on the result, the researcher would like tostudents showed that the course somehow has engaged

recommend the inclusion of foreign ideas in education inthem to perform in the class. It was also observed

the pre-service teacher education curriculum so that theduring the course that the students actively participatedstudents can compare them with Japanese educational

in

class

teaching

demonstration, small

theoriesanddiscussions, andduringtheeducation

programs

practices. The
shouldpre-service
includeteachercross-cultural

thelecture. The

group

students

submitted the requirements on time and do their task as

discussions on different educational ideas and educationalscheduled.

systems of other countries in order to develop their

The result shows that the students gained morecultural literacy and appreciate the educational activities

confidence in participating in various class activities.

and ideas of various cultures.

They find the class interesting and useful. The size ofthe class is contributory to the active involvement of the

２． How did the students perform during thestudents. There are only aroundstudents so it wascourse ?

easy to manage. The strategy Think-Pair-Share was

The result of the studentsʼ responses as shown in

effective in involving the students in big-group or small-Table

showed that almost all of the students except

group discussions.

one did their best to perform in the class. They

The seating arrangement of the students is also one

participated actively in class discussions and activities,

ofthey learned new ideas that are useful for their futureclassroom seating arrangement was organized in a U-

plan to teach, they were able to practice their English

shaped so that the instructor can maintain eye-contact

communication skills, and they enjoyed a lot in the class.

with the students and monitor their activities. The U-

Some useful comments of the students about theirshaped seating arrangement also made possible for the

performance are the following :class instructor to ask all students to answer questions

I was motivated to learn more. （Student A）

thecontributorsofeffective

instruction. The

and share their ideas.

I appreciated the lecture. There are a lot of things I

Based on the observerʼs note, the students were

do not know but I was able to learn much and practicevery active in the class. The activities were able to

my English in this class. （Student C）

motivate the students to participate in all class activities

The content of the class were steady. I wanted toand share their thoughts during the small-group and big-

follow that. （Student E）

group discussions. The class is not a typical one.

I enjoyed the teaching demonstrations. They wereSpeaking in English became natural as all students sharevery interesting. （Student M）

ideas, give answers to all questions, and share expe-I

enjoyedtheclass. Watchingotherriences to the class. Nobody is exempted in all classgroup’s

activities.

presentation motivates me to try my best. I enjoyed

Table: Studentsʼ Evaluation of their Performance in the Class
Number of Students
Strongly
Agree

I participated actively in class discussions andactivities.
I learned new ideas that I can use for my futureteaching.
I did my best to do the class requirements.
I was able to practice my English communication
skills in this class.
I enjoyed learning in this class.

大学教育実践ジャーナル 第 号

Agree

DisagreeStrongly
DisagreeGreg Tabios PAWILEN, Eiji TOMIDA

The observer gave the following comments re-teaching soon. I learned the importance of positive

garding performance of the students in the class :facial expression in class. （Student C）
I am challenged to do my best and want Dr. Pawilen to

I am really impressed with the high performance of theirwatch it someday, soon. （Student E）

demonstration with such a little preparation time. They

I want to exert more effort in communicating to people

speak English very well and are very eager to cooperateusing English and develop passion to read and writewith each other. I recognize that the group presentation

using English. （Student F）

is also a good way of practicing speaking English. It’s

This result confirmed that the course was able toworth trying it in my class, too.
According to Tsubota（

fulfil or attain its objectives to engage the students into）
, time constraint is one

meaningful learning that will encourage them to develop

major factor that should be considered. This class canskills and ability to use English in teaching various

be offered in a longer period so that students will havesubjects. The course successfully planted the seed fortime to reflect and internalize the different ideas learned

developing teachers that can help implement English

and so that they can also prepare for their teaching

Education program in Japan. The course was also able

demonstration.

to encourage them to be an effective teacher soon when

The success of the class leads the professional

they finished their degree.

observer to think that the class can be required forstudents to take as an elective course. The course can

４． Based on the instructional plans that thebe very useful for students especially those who are

student teachers prepared, how competent are

majoring in English Education.

the student teachers in designing instructional
plans using English ?

３． What are the perceptions of the students about

The students were given

minutes to write athe course ?

lesson plan in English. The students were given the

The result of the studentsʼ evaluation in Table

freedom to choose the subject they want. The result ofshows that almost all the students except for one

the workshop and analysis of the lesson plans developed

student felt that the course was very useful to them.

by the students show that they were able to develop

Duringalwaysskills and competence in writing lesson plans using

mentioned that they are motivated to become teachers andEnglish. The analysis of their lesson plans show thatthey are challenged to develop strong passion to teach.

they were able to :

The

the

class

narrative

discussions, thecomments

fromstudents

also

Develop clear understanding of how to write

confirmed this. Some of the students gave the following

thestudents

instructional objectives considering the principles

comments about the course :of SMART objectives and following the BloomʼsThis course helped me to think of effective ways to

Taxonomy of Educational Objectives.

design effective instruction. （Student A）

Incorporate the teaching strategies and tech-I developed self confidence in using English forniques learned during the class in the instructional

Table: Studentsʼ Evaluation of the Course
Number of Students
Strongly
Agree

Agree

DisagreeStrongly
DisagreeThis subject stimulated me to study more
This course increased my interest to teachThis course motivated me more to study how toteach using English
The course helped me to reflect and thinkcritically
The course is useful. It should be taken by otherstudent teachers

大学教育実践ジャーナル 第 号

Evaluation of an English Course on Designing Effective Instruction at Ehime University

plans that they prepared.

explained that in his country, there are many

Follow the instructional planning model advocatedlanguages and English is his second language.

by Reiser & Dick（

The student got hurt because she felt that the）and use the format indeveloping their instructional plans.

instructor

Use English educational terms in the flow of their

particular student lacks the cultural literacy orlesson plans.

knowledge that many countries in the world have

Use English language effectively in the lesson

many different languages.

made

fun

of

her

question. Thisplans they prepared. The lesson plans can beeasily understood and followed by other teachers.
Apply

principlesofeffective

instruction

Conclusionin

The course was successful in attaining its goals.

planning their lessons.
An Example of the lesson plan one of the students

The students were able to develop and improve theirdeveloped is found in the Appendix. An analysis of theskills and competence in using English in designinglesson plans show that the Japanese students have

instructional plans for different subjects. They also

immense potential in using English as a medium ofdeveloped certain degree of confidence in expressing

instruction given the proper training and mentoring.

themselves in English. Based on the result of theevaluation, the students find the course interesting and

５． What are the problems encountered during theimplementation of the course ?

learned many useful ideas that they can use in teaching.
This course was perfectly different from other

The result of the evaluation also shows someEnglish classes offered in the university or in otherproblems encountered by the students during theschools. The course was not a translation course

delivery of the course. These are :where students just memorized English expressions and

The students feel that the lectures are too longsentences. This course is not about learning different

that they need to have breaks in between

English expressions that can be used in the classroom.

lectures. Thus this was addressed during theThissecond day of the class.

environment where they can have opportunity to use

Many education terms and English words are

English in a natural classroom setting. This type ofdifficult to understand by the students. However,course is very useful.

the use of electronic dictionary somehow helped
solve this problem.

class

involvedtheOne exciting result

students

of

the

in

a

evaluation

learningistherealization that there is a bright future for using English

From the experienced and observation of thelanguage as a medium of instruction in Japanese schools.

instructor, the result of the observation of how the

The result shows that given the right training andstudents perform in class also reveals some important

proper mentoring, Japanese students can develop com-things that need to consider :petence and confidence in using English as a medium ofSome students are sleepy when they come to

instruction. This course can be a model for developingclass. According to the students, they watched

English language competence for Japanese in-service andTV during the night that is why they are sleepy

pre-service teachers.

when they come to class in the morning.

The result of the evaluation also provided several

One student has difficulty in speaking English.

points to consider in improving the delivery of the

Her English background is not enough to help her

course :perform in the subject. The instructor needed to． This can course can be offered as a required

assist her during the class activities.

electives for all education students. The positive

It was also observed that learning how to use

result confirms that it can help contribute to theEnglish expressions in the classroom is notpreparation of teachers for the implementation ofenough. The

the English Education Program of Japan.

studentsshouldalso

developcultural literacy. For example, one student asked． The course can be offered in a regular semester

what is the language spoken by the people in theso that more students can enrol and the pacing ofPhilippines. The instructor answered

the course can be improved. One week of

大学教育実践ジャーナル 第 号

andGreg Tabios PAWILEN, Eiji TOMIDA

intensive training on using English for designing

practice teaching in the Philippines. Bulletin of The Center

lesson plans is ideal if this course will be offered

for Educational Research, Ehime University Faculty ofagain on a summer term.

Education.

． Students from other colleges can be encouraged toenrol in this class should they have plans to teach,−

Pawilen, G. T.（.

）. Developing curriculum standards forpreschool teacher education. Doctoral dissertation submitted to the College of Education, University of thein the future.
． The scheduling of the class activities per day canbe more systematize to include breaks in between
lectures as requested by the students.

Philippines, Diliman, Quezon city.
Ramsey, G. A. andHowe, R. W.（）. An

AnalysisofResearch on Instructional Procedures in Secondary School
Science, Part II ­ Instructional Procedures. The Science． The last part which is demo-teaching can be donein the attached school of the university. English
teachers can be invited to observe their demo-

Teacher.

（ ）
,

.
）
. Instructional

planning : A

guide for teachers. Boston : Allyn and Bacon.
Tsubota, Y.（teaching.

−

Reiser, R. A. and Dick, W.（）. Personal correspondence with the authors of． Understanding the classroom environment andthe present study.

introduction of different educational systems in

Yanagisawa, Y.（）. Message from the President. In An

introduction of Ehime University Japan. Ehime University.

various countries can be included in the course.
． As a prerequisite for this course, a subject on

Matsuyama City.

English grammar for teachers can be offered toprepare students who lack the necessary level ofEnglish background who would like to take thecourse.

Acknowledgement
The present paper is based on teaching practice, which
was funded by a presidential special aid in education Ehime
Daigaku Kyoiku Jyujitsu Tokubetsu Shien Keihi in． A module for the course can be developed for theacademic year at Ehime University.

students to use.

REFERENCES
Bloom, B. S.（）. Taxonomy

handbook

cognitive

I : Theofeducational

domain. New

objectives

York : David

McKay Co Inc.
Diokno, M.（）. The promise of redemption : BESRA and theneed for higher education Reform. A paper presented to the
Education Forum of the University of the Philippines,
Diliman.
Ehime

University （）. PracticalcourseonEnglishexpressions as a medium of instruction. A Syllabus Prepared
for the Faculty of Education, Ehime University, Japan.
Hiwatig, A. D. F., Faustino, J. B., Sumida, M., Pawilen, G. T.,
Fujita, A., and Kumagai, T.（）. Mentoring Ehime

University student teachers for practice teaching in thePhilippines : A personal experience. Bulletin of the Faculty,of Education, Ehime University,
Gardner, H.（）. Multiple−.

intelligences : New

horizons.

Basic Books. New York.
Goodwin, B.（）. Good teachers may not fit the mold.

The effective educator, （ ）,Ornstein,

A. andLevine,−.

D.（）. Teacher

behavior

research : overview and outlook. Phi Delta Kappan,−,.

Pawilen,

G. T.,

Sumida,M.,

andCalingasan,

L.（

）.

Sharing a culture of excellence in teaching across borders :An evaluation of Ehime University student teachers
大学教育実践ジャーナル 第 号

Evaluation of an English Course on Designing Effective Instruction at Ehime University
Appendix
Lesson Plan for GradeSocial Studies

Objectives : in this lesson, the students should be able to :Survey Matsuyama actively
Share their knowledge, opinions and ideas
Introduce our town, Matsuyama to foreigners

Instructional Materials : Books from School library + Internet

Subject Matter : Our town, Matsuyama

Learning Experiences
A. Motivation
Ask the students : What do you know about Matsuyama ?
Do you like Matsuyama ? Why ? Why not ?
Inform them that they are going to survey Matsuyama on their town.

B. Informing the students of the Objectives of the Lesson
Inform the students that in this lesson, they should be able to :Survey Matsuyama actively
Share their knowledge, opinion, and ideas
Introduce our town, Matsuyama to foreigners

C. Prerequisites
Go to the School libraryRemind the student of the rules inside the School library
Inform the students of what kind of books they will look into
Inform the students how to use the Internet right and some useful Websites.
Using various materials, the students research and write reports about Matsuyama
Ex. Population, famous food/places, special products, some great people from Matsuyama, some unique points

D. Information and Examples（Upon getting back to the class）
Ask the students to present their research report, opinions and ideas.

E. Practice and Feedback
Discuss the result of their research, opinions and ideas.
Ask the students what things they want to introduce to foreigners. Why ?

F. Summary
The students have attachment to Matsuyama more.
The students realize that there are a lot of good points in Matsuyama.
The students have their own opinions and ideas of Matsuyama.

大学教育実践ジャーナル 第 号