Japanese Students’ Personal Requirements for Interaction in English With Foreign Students, Examined by Free Description

• Autores: Arbaiza Meza, Carlos M., Wenxin, Guan
• Formato: objeto de conferencia
• Fecha de Publicación: 2022
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/667594
• Enlace del recurso: http://hdl.handle.net/10757/667594
• Nivel de acceso: acceso abierto
• Materia: English Interaction; Japanese Students; International Students; Intercultural Interaction; Personal Requirements; Preferences; PE

The aim of this study is to determine which factors (such as motivation, interest, language ability or context) lead Japanese university students to interact in English with Foreign university students. The study targeted 128 Japanese undergraduate university students, executing a survey as research method to gather data about their preferences, experiences, and expectations towards interaction with international students in English. Further, specific questions aimed to collect information about the ideal non-classroom interaction situation. Content Analysis method (内容分析) was applied, and the answers were finally grouped in five main categories: Individuality (1 on 1 interaction), External Physical approach, Motivation, and interest (to interact), ‘Adequate’ place and time and ‘Adequate’ Language Ability. Interpretation of the data allows us to say that the students’ requirements and beliefs sometimes work as limitations or barriers for interaction. It is also apparent that the respondents tend to wait external initiative to engage in an interaction and might wait for a particular context or situation until they participate in one. Another factor is the self- perception of their language ability, fearing possible communication issue or improper use of the language. Such judgment, however, may not correspond with the actual language competence of the students. Emotional factors like motivation, interest, self-perception, and confidence, appear to affect their willingness to communicate, even if their language ability is adequate. In addition, the findings not only allow us to pinpoint these preferences, but also let us provide suggestions for a smoother interaction in English.