JALT Study Abroad SIG Conference 2022 (Saturday, September 10, 2022)
Presentation abstract
Main room: Plenary Speaker /基調講演"Mixed Methods Study Abroad Research: Will Marrying Modern Statistics and Novel Qualitative
Techniques Answer Our Biggest Questions?"
Mr. Aaron Sponseller (Osaka Jogakuin College) / アーロン・スポンセラー先生 (大阪女学院大学）
Prior to the COVID-19 pandemic study abroad participation worldwide was booming. Engagement in shortterm sojourns abroad lasting one month or less had become the dominant form of study abroadinternationally. Japan was no exception to this trend. With international study abroad experts anticipating a
return to these pre-pandemic trends in the coming years, research on study abroad should blossom once
again. However, significant questions about the impact of short term study tours abroad remain
13:10 underexplored. What, for example, are we hoping our students gain from their experience abroad? Are| their study tours imbued with pedagogic intentionality and are we, as researchers, employing research
14:10 methods capable of reliably capturing the richness of their sojourns? In a field overpopulated with privatized
instruments all claiming to measure something generally intercultural, how sure are we that these
instruments reliably measure what they claim in the context of short-term Japanese sojourners? Finally,
what evidence has our field provided that post-study abroad changes self-reported by our sojourners arepermanent and not simply post-sojourn afterglow? In this talk I will share my thoughts on how mixed
methods research models might provide better answers to such questions. In particular, I emphasize
grounding research in established theoretical and psychological frameworks as a means of connecting ourfield with more established lines of cross-disciplinary empirical research. The potential combining causal
modeling, reflective practices that employ narrative frames, the use of social media and digital tools whilst
abroad, and the established but rarely used then-now approach to pre-post self report measurement will all
be discussed as a possible means of beginning to answer some of these challenging questions.

Room 1
Title, Presenter /タイトル,発表者 Abstract /要旨

Expectations versus reality:
studying abroad during the14:15
COVID-19 pandemic|
14:45

Dana Lingley (DoshishaUniversity)

The COVID-19 pandemic forced many students to shift their study
abroad plans to online courses, study under unfamiliar conditions, orcancel their study trips altogether. Students who embarked on a study
abroad trip during the COVID-19 pandemic encountered various
challenging language learning environments that may or may not have
met their pre-departure expectations. For many Japanese university
students, the prospect of studying abroad typically includes attaining
English fluency, forging friendships, and immersing themselves in a newculture.
In an ongoing project, the presenter has collected data related toJapanese university students' expectations and the realities of studying
abroad during the COVID-19 pandemic.
This presentation will explain how students' study abroad expectations
matched the realities they encountered under the unusual
circumstances of the past two years.

This is a practice-based presentation addressing the potential problemsof facilitating student communicative activities in an online, virtualenvironment, in preparation for online study abroad (OSA). The
presentation explores the need for scaffolding, structure, and student
Structuring Communicativeautonomy in an online setting. Sixty-four second-year International
14:45 Activities in an Online Short
Society undergraduates undertook a four-week OSA program at a|partner institution in Canada. In preparation for their OSA, the students
Coursewere required to participate in a short, three-lesson online study course
15:15
Paul Bird (University of Nagasaki) within their institution. The objectives of this short course were firstly, tofamiliarize students with the online ICT systems they would be using fortheir OSA, and, secondly, to facilitate communicative skills in a virtualenvironment where participants may be reticent in offering theircontributions.

Learning the Inter15:15 Connectedness of Life through|Study Abroad
15:45

Ng Gee Lian (Soka University)

Covid-19 has changed not just the way we live, but also how schools
and students consider learning. As a TESOL graduate student, I haveexperienced both online and in-person classes. This presentation will
highlight how the transition from online to in-person classes has taughtme the need to adapt, adjust and accommodate fellow classmates inlearning. My learning is no longer in my full control but, to some extent,influenced by others. I have always perceived the strategy for SA to bebuilding a mentally strong self. However, this transition has taught me
about the inter-connectedness of our lives with others, regardless of ourpreferences. Self-development is also about recognising moments andlearning to seek support from others. Such realisation is a true display ofwisdom and courage.

Room 2
Title, Presenter /タイトル,発表者 Abstract /要旨

Using Language Portraits to14:15 Review Study Abroad|Experiences
14:45

Paul Horness (Soka University)

Language Portraits (LP) have been used to understand language andidentity in a variety of contexts such as Krumm (2001) in migrantchildren, Busch (2012) in multilingual speakers, and Iwasaki (2019) instudy abroad (SA). This study examined the use of LP in the context ofa 10-day study abroad program. In follow-ups to their post-return,students used LPs to discuss their SA experience. The LPs helped thelower-proficiency language users to demonstrate the different
connections from their SA experience. For higher-proficiency languageusers, the LPs allowed them to share complex ideas visually withclassmates.

Byram (1997) tells us that skills and attitudes are just as important forintercultural competence as knowledge and awareness, and yet we tendto spend much of our orientation time with outgoing Study Abroad
Orientation: Focusing on Skills students on building knowledge (whether it is of immigration
14:45 and Attitudes
requirements, or target-culture behaviours). The presenter will share a|series of learning activities which can be used during orientation to train
15:15 Stephen M. Ryan (Sanyo Gakuen observation skills and begin to build a positive and enquiring attitude tocross-cultural differences. The activities can be conducted in JapaneseUniversity)
or in English. They have been helpful in preparing students not only tosurvive on their destination campus but also to learn and growthroughout their SA experience.

Study Abroad Guides and15:15 Textbooks|
15:45 Robert Dilenschneider (JichiMedical University)

There are several study abroad guides and textbooks available to help
prepare students for life overseas. However, these resources can differ
greatly in terms of their effectiveness. This presentation will review anddiscuss the strengths and weaknesses of study abroad guides andtextbooks with regard to their format, readability, activities, andexercises. By the end of the presentation, attendees will have a better
understanding of these resources to adequately prepare students for life
overseas.

Room 3
Title, Presenter /タイトル,発表者 Abstract /要旨
目標言語の運用機会を制限されるオンライン留学プログラムでは、学自己表現の場としてのオンラ 習者に自由な自己表現の場を授業で提供することで学習意欲の向上が可能であると考えられる。初級日本語表現クラスは、言語知識の習得
14:15 イン初級日本語表現クラス
を目標とする他科目と異なり、日本語で考えを表現し伝えあう機会が|多い。ピア・レビューなどを多用した結果、自分の伝えたいことを日
14:45 山口惠子、鈴木秀明、鈴木美
本語で自由に表現する場として機能し、学習者の自己表現意欲が維持
穂（目白大学）され、質の高い文章の完成へとつながった。自由な自己表現の場の提供は対面での留学プログラムにおいても効果が期待できる。

介護留学生送り出しに必須の日本語及び日本事情指導につ
14:45
いて|
大石啓介（社会福祉法人博友
15:15
会御前山フロイデガルテン）、中村祐理子（目白大学）

近年では、多様な目的をもって留学に臨む学習者が急増し、受け入れる機関においても多元的な指導、多元的な対応の必要性を迫られている。本稿で取り上げている介護福祉士養成校の留学生の場合、彼らの進路を考える上で、コミュニケーション能力を養うことは最重要課題である。そこで、送り出す際に、学生が来日後に直面するであろう学
習上及び生活上の課題を、状況別に分析し、その対応を考察することで、来日前研修の改善を進めた。
留学生にとって勉学や研究を支障なく進めるためには、留学先の社会学習環境の変化における日本 事情、生活習慣を身につけることは必要不可欠である。本発表では、
15:15 事情指導のあり方ー充実した 初級レベルの指導を海外から遠隔で受け、中級レベルの指導を来日後|
留学生活の実現を目指してー 対面で受けている大学留学生別科生のケースを取り上げ、来日前後の15:45 中村祐理子（目白大学)、長坂 学習環境の変化に伴う日本事情指導のあり方について報告するとともに、受け入れ側の機関の事例として、地方自治体の留学生への対応例
裕子（目白大学大学院生）も取り上げる。

Room 4
Title, Presenter /タイトル,発表者 Abstract /要旨
地方自治体の留学生支援について
14:15
ー千葉県国際交流の事例をも|とにー
14:45
小椋直樹（野田市市議会議員）

近年、地方の自治体では地域活性化事業の一環として大学、専門学校等の誘致が行われ、多くの留学生が学んでいる。千葉県でも、明治期開学の国立大学法人千葉大学をはじめ、東京大学、東京理科大学など留学生を受け入れている学校は100校を数え、令和3年度はコロナ禍の影響で減少したとはいえ、1万人以上の留学生が在学している。本報告
では、地方自治体の留学生支援として、千葉県東葛飾地域の事例を取り上げ、国際交流の立場から留学生受け入れの状況を報告する。

本学は1972年から交換留学を実施しており過去2年のコロナ禍を除き55ケ国の388大学から年間700名を受け入れ1930名を送り出している。
14:45 海外協定校との交換留学の実 留学生は様々な日本語コースを始め、英語で行われるアジア研究のコ|態と考察-派遣と受け入れ双方- ースが履修でき、送り出しの日本人学生には全ての学部学科で半年か15:15 鹿浦佳子（関西外国語大学） ら2年の交換留学のプログラムを用意している。実際の留学での学修に困らないように、留学前に外国人留学生に交じり外国人教員から専門クラスが取れる準備コースもある。

Extrinsic and intrinsic
Martin Wick, experienced with study abroad programs on both sides
15:15 motivation for the study abroad
between Japan and America, will give his accounts from having a dream|student
to be an English teacher since he was 17 to his year long study at
15:45 Martin Wick (Osaka City Board ofKansai University.
Education)

Study Abroad SIG https://www.sa-sig.org