Toyohashi University of Technology,
Institute for Global Network Innovation in Technology
Education

News from Penang（Vol.13 2017/10/25）

Reports

Lectures in Malaysia
Masanao Yamada, National Institute of Technology, Kushiro College
We, the global FD members, gave lectures at two
Polytechnic schools (PSP, PTSB) and one university(USM) in Malaysia. When we had email-based
discussions before coming to Malaysia, one of the
Polytechnic schools proposed a lecture topic that deals
with LTI systems, including Fourier transform,
Laplace transform, and Z transform. It is too large tocover in one or two lecture sessions. After discussing
in person, I decided to talk about signal processing in
relation to music because music is familiar to people

Fig.1 Group photo with PSP students

in every culture.
Immediately after I started my first lecture, it turned
out that the students were not able to read musicscores since they didn’t have music classes inelementary and junior high school. It means that mylecture prepared was not appropriate for the Malaysianstudents. Then, I focused on physical properties not on
a musical side. After the lecture, a student asked mewhich aspect today's lecture can be used for in ourdaily life. From the question, I learned that Malaysian
students

havestrong

interestsforpracticalFig.2 A scene at PTSB. Students areapplications. In the second lecture, I changed the plan

watching PR movie of Kosen.

and talked on basics of acoustic engineering and its
applications.

I delivered two lectures at School of Computer

At PTSB, in addition to lectures which are arranged

Science, USM. One of them was in a class named

in light of the lessons learned at PSP, I gave students

Mathematical Method for Computer Science foran assignment. It was a mini-project, in which

first-year undergraduate students. I talked about

students make a short sound clip. In spite of time

fundamental concepts of Fourier transform. At the end

constraints, each student made their own work,of the lecture, Professor Mandava, who was acreating and combining sound materials. Eventually,professor in charge of the class, commented my talk asthey presented their work. The result of the students'"Beautiful lecture!" I was glad to hear that. Althoughevaluation for my lectures at PTSB was quite good,some students pointed out in the questionnaire that aand I got a comment from a staff member at PTSB

part of my English pronunciation was not clear, thethat my teaching skill was good and I was friendly andoverall rating in the feedbacks from the students wereclose to the students.

favorable. The other lecture at USM was a class in1

Advanced Algorithm and Complexity for graduate

Throughout the lectures in Malaysia, I learned thatstudents. I talked on the algorithm of Fast Fourier

the students are strongly conscious of applications

Transform (FFT) as an example of computationalwith regard to what they are learning. Even thoughcomplexity reduction. I assumed a certain level of

NIT (Kosen) in Japan puts more emphasis on practicalknowledge regarding signal processing for thetraining and applications than universities, Malaysianstudents, but actually they came from diverse fields ofstudents were more than that. I believe theundergraduate courses and the level of the students

application-oriented attitude when teaching andwas in a large range. I explained the concept andlearning can be applied to educational activities at myanswered questions from the students as plainly as

college.

possible. It seemed, however, difficult for some of thestudents to understand the contents.

Fruitful one-year FD program
Masanao Yamada, National Institute of Technology, Kushiro CollegeThis global FD program was a

dreamlike

Danny, an American student at QC. He was myopportunity to learn English as much as I wish. I havelanguage exchange partner and is my best friend in thetaken TOEIC tests since 2001 and put my best efforts

U.S. My question about English to him wason learning English over the last eight years. When I

sometimes difficult for native speakers to answer, butstarted participating in this program, I decided tohe always gave me sincere feedbacks. I also learned

focus on improving speaking and writing skills

English from Ann, who taught the Academic

because I have already learned grammar, vocabulary,

Language Support Course. She was the best English

and listening to a degree through taking TOEIC tests. I

teacher ever I met. Besides English, I also learned

remember an ALC lecturer commented on myteaching styles, educational systems, and school

speaking as “Awkward English” in a class at thecultures in the U.S.

Toyohashi University of Technology. It was a result ofIn Malaysia, I gave lectures at two Polytech schools

my exam-oriented English learning. After coming toand a university. To speak English in lectures wasNY, however, I learned a lot of colloquial expressions

comfortable thanks to the experiences in NY. Theand phrases. I guess my English is now not soacademic level of the students was lower than myawkward. During the ELI classes I took in the summer,

prior assumption and I sometimes had to change thehomework was assigned every day. Essay writing wascontents in tune with the students. Students in

the hardest part of the assignments for me and I

Malaysia are aware of applications regarding what

always spent a long time to compose sentences andthey are learning. While the attitude works as a goodparagraphs. Especially, I struggled with coming up

source of motivation, they seem to disregard thewith supports for the essays. Language education inimportance of fundamental or theoretical side of their

Japan did not put importance on training to express

subjects. Looking at Malaysia from a viewpoint ofopinions on grounds. This is a difference inEnglish learning environment, people can buy English

educational focus between Japan and the U.S.

newspapers at a low cost (1.5RM, about 40 yen) at

While staying in QC, I learned English a lot fromconvenience stores, and listen to English radio2

programs, which broadcast not only talks ofcomprehension of articles and tense than before. I

professional announcers but also interview comments

keep in touch with Danny and started discussions onof local people, who are not necessarily good English

the possibility of collaborative research with USM

speakers. I believe that such an environment easily

faculty members. On top of that, connections with theaccessible to English is important for learning theother members established through this program is alanguage. In that respect, English learners in Japan

great asset for me. I would like to extend my sincere

seem to be in more challenging situation thangratitude to every single person who supported thisMalaysia.

program.

Finishing this program, I acquired improved
pronunciation, colloquial expressions, and speaking
fluency. As for grammar, now I have a better

Toyohashi University of Technology
Institute for Global Network Innovation in Technology Education
Center for International Education
1-1, Hibarigaoka, Tempaku-cho, Toyohashi, Aichi, Japan
Tel: +81-532-81-5161
Mail:unireform@office.tut.ac.jp
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