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Challenges Experienced by Japanese Students With Oral Communication Skills in Australian Universities

2015; Wiley; Volume: 7; Issue: 3 Linguagem: Inglês

10.1002/tesj.229

1949-3533

Miho Yanagi, Amanda Baker,

Multilingual Education and Policy

TESOL JournalVolume 7, Issue 3 p. 621-644 Feature Article Challenges Experienced by Japanese Students With Oral Communication Skills in Australian Universities Miho Yanagi, Miho Yanagi Kokusai Joho High SchoolSearch for more papers by this authorAmanda A. Baker, Amanda A. Baker University of WollongongSearch for more papers by this author Miho Yanagi, Miho Yanagi Kokusai Joho High SchoolSearch for more papers by this authorAmanda A. Baker, Amanda A. Baker University of WollongongSearch for more papers by this author First published: 08 December 2015 https://doi.org/10.1002/tesj.229Citations: 12Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Due to ever-increasing demands to acquire effective communicative abilities in the English language, increasing numbers of international students choose to study in Western tertiary institutions; however, they frequently encounter difficulties in performing satisfactorily in English. This study aims to identify specific challenges that Japanese students face with oral communication skills while studying in Australian universities. Results from questionnaire data collected from 33 undergraduate and postgraduate Japanese students in Australia and interview data from five TESOL postgraduate students indicate that Japanese students have greater difficulty with speaking than with listening and pronunciation. It also sheds additional insight into two areas of major concern in Japan education: inadequate practice of oral communication skills in the Japanese education system and Japanese English teachers' difficulties using English in class. The article concludes by proposing several potential solutions for improving Japanese English education based on the recommendations of Japanese postgraduate students in a TESOL program. Citing Literature Volume7, Issue3September 2016Pages 621-644 RelatedInformation