Japanese and International Student Interaction in Group Based Classroom Activities: Perceptions of Leadership and Giving Feedback


The birthrate in Japan is in decline, yet in spite of this, the number of universities and technical colleges has continued to increase. To maintain current enrollment levels, Japanese universities have been looking to encourage students from other countries to undertake full degree programs in Japan, in English. However, little research has been conducted in relation to how Japanese students and international students interact when taking the same classes. This presentation will highlight the findings of a research project in which Japanese and international students were surveyed on their classroom interactions, including their perceptions of group dynamics and leadership roles. In addition, participants watched videos of their own and their classmates’ course related presentations and provided feedback on these performances. The presenter will at first outline how international students took a leadership role in almost all of the presentation groups and why they did so. The presenter will then demonstrate the unique differences between Japanese and international students in relation to giving feedback to their own and their classmates presentations via the use of video recordings, using the university course management system forum page. Results of this research suggest that Japanese students are more likely than international students to give only positive feedback about their classmates’ presentations, but account for a greater percentage of the negative comments made regarding their own presentations.

Author Information
Jeremy White, Ritsumeikan University, Japan

Paper Information
Conference: ERI2019
Stream: International Education

This paper is part of the ERI2019 Conference Proceedings (View)
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Posted by James Alexander Gordon