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Promoting Cross-Cultural Integration: A Comparative Analysis of Japanese and International Students in Integrated English Classes

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Title: Promoting Cross-Cultural Integration: A Comparative Analysis of Japanese and International Students in Integrated English Classes
Language: English
Authors: Gordon D. Carlson, Margaret C. Kim, John L. Jackson, Brian Nuspliger, Evelyn A. Toth
Source: THAITESOL Journal. 2025 38(1):85-110.
Availability: Thailand TESOL Organization. Language Institute Building, Thammasat University, 2 Prachan Road, Pranakhorn, Bangkok, Thailand 10200. e-mail: journal.thaitesol@gmail.com; Web site: https://www.tci-thaijo.org/index.php/thaitesoljournal/index
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Likert Scales, Foreign Students, English (Second Language), Second Language Learning, Second Language Instruction, Cultural Differences, Peer Relationship, Intergroup Relations, College Students, Cultural Awareness, Intercultural Communication, Foreign Countries, International Education, Student Attitudes, Comparative Analysis
Geographic Terms: Japan
ISSN: 2286-8909
2697-4614
Abstract: As Japan faces changing demographics and declining university enrollments, there are renewed calls to internationalize universities to attract international students and equip graduates for a more globalized society. While previous research has explored internationalization efforts and multiculturalism on university campuses, little is known about how Japanese and international students perceive culturally integrated English language classes and the specific benefits and challenges. This paper addresses this gap by examining the experiences, benefits, and challenges Japanese and international students encounter in integrated language classes at a university in the Kansai area. A mixed-methods approach analyzes data collected from 109 Japanese and international students, utilizing a structured survey with Likert-scale and open-ended questions measuring participants' perceptions and experiences. Follow-up interviews were conducted with participants from each group to gain a deeper understanding of the quantitative data. The results reveal that although both groups recognize the value of diverse perspectives and cultural exchange, international students benefit more in language proficiency and developing interpersonal skills. In contrast, Japanese students experience more challenges in English communication and group participation. This study underscores the merits of culturally integrated language education, with implications that extend beyond Japan. It offers insights for institutions in non-English-dominated settings undergoing internationalization efforts as they adapt to equip students to function in a more globalized future.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478365
Database: ERIC
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  Data: Thailand TESOL Organization. Language Institute Building, Thammasat University, 2 Prachan Road, Pranakhorn, Bangkok, Thailand 10200. e-mail: journal.thaitesol@gmail.com; Web site: https://www.tci-thaijo.org/index.php/thaitesoljournal/index
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  Data: As Japan faces changing demographics and declining university enrollments, there are renewed calls to internationalize universities to attract international students and equip graduates for a more globalized society. While previous research has explored internationalization efforts and multiculturalism on university campuses, little is known about how Japanese and international students perceive culturally integrated English language classes and the specific benefits and challenges. This paper addresses this gap by examining the experiences, benefits, and challenges Japanese and international students encounter in integrated language classes at a university in the Kansai area. A mixed-methods approach analyzes data collected from 109 Japanese and international students, utilizing a structured survey with Likert-scale and open-ended questions measuring participants' perceptions and experiences. Follow-up interviews were conducted with participants from each group to gain a deeper understanding of the quantitative data. The results reveal that although both groups recognize the value of diverse perspectives and cultural exchange, international students benefit more in language proficiency and developing interpersonal skills. In contrast, Japanese students experience more challenges in English communication and group participation. This study underscores the merits of culturally integrated language education, with implications that extend beyond Japan. It offers insights for institutions in non-English-dominated settings undergoing internationalization efforts as they adapt to equip students to function in a more globalized future.
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      – Text: English
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        PageCount: 26
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      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Foreign Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Cultural Differences
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      – SubjectFull: College Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Japan
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