Promoting Cross-Cultural Integration: A Comparative Analysis of Japanese and International Students in Integrated English Classes
Article Sidebar
Main Article Content
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.
Article Details
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Materials in THAITESOL JOURNAL may be photocopied for educational purposes. Under no circumstances may any part of this journal be photocopied for commercial purposes.
References
Adilgazinova, A., Balakayeva, L., & Gubaidullina, M. (2024). Migrant issues in contemporary Japan. Dve domovini, (59), 81–105. https://doi.org/10.3986/2024.1.06
Barak, M., & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766. https://doi.org/10.1016/j.tsc.2020.100766
Bates, C. A. (2024). Increasing employment outcomes for culturally diverse students through experiential learning in higher education (Doctoral dissertation, Northeastern University). https://doi.org/10.17760/d20649823
Bilderback, S., & Thompson, C. B. (2025). Developing global leadership competence: redefining higher education for interconnected economies. Higher Education, Skills and Work-Based Learning, https://doi.org/10.1108/heswbl-10-2024-0301
Bosio, E. (2023). Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education. Prospects, 53(3), 425–442. https://doi.org/10.1007/s11125-021-09566-6
Bosio, E., & Torres, C. A. (2019). Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. Policy Futures in Education, 17(6), 745-760. https://doi.org/10.1177/1478210319825517
Busse, V., & Krause, U. M. (2015). Addressing cultural diversity: Effects of a problem-based intercultural learning unit. Learning Environments Research, 18, 425-452. https://doi.org/10.1007/s10984-015-9193-2
Clifford, V., & Catherine Montgomery. (2017). Designing an Internationalised Curriculum for Higher Education: Embracing the Local and the Global Citizen. Higher Education Research & Development. 36(6): 1138–1151. https://doi.org/10.1080/07294360.2017.1296413
Coelen, R., & Gribble, C. (Eds.). (2019). Internationalization and employability in higher education. Routledge. https://doi.org/10.4324/9781351254885
Cotton, D. R., George, R., & Joyner, M. (2013). Interaction and influence in culturally mixed groups. Innovations in Education and Teaching International, 50(3), 272–283. https://doi.org/10.1080/14703297.2012.760773
Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458-467. https://doi.org/10.1287/mnsc.9.3.458
Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002
De Castro, A. B., Dyba, N., Cortez, E. D., & Benito, G. G. P. (2019). Collaborative online international learning to prepare students for multicultural work environments. Nurse educator, 44(4), E1-E5. https://doi.org/10.1097/nne.0000000000000609
de Hei, M., Tabacaru, C., Sjoer, E., Rippe, R., & Walenkamp, J. (2020). Developing intercultural competence through collaborative learning in international higher education. Journal of Studies in International Education, 24(2), 190-211. https://doi.org/10.1177/1028315319826226
Deardorff, D. K., & Arasaratnam-Smith, L. A. (2017). Intercultural competence in higher education. International Approaches, Assessment, and Application, 26(2). https://doi.org/10.4324/
Denson, N., & Zhang, S. (2010). The impact of student experiences with diversity on developing graduate attributes. Studies in Higher Education, 35(5), 529–543. https://doi.org/10.1080/03075070903222658
Economides, A. A. (2008). Culture‐aware collaborative learning. Multicultural Education & Technology Journal, 2(4), 243-267. https://doi.org/10.1108/17504970810911052
Fitzsimmons, S. R., Liao, Y., & Thomas, D. C. (2017). From crossing cultures to straddling them: An empirical examination of outcomes for multicultural employees. Journal of International Business Studies, 48(1), 63-89. https://doi.org/10.1057/s41267-016-0053-9
Gurney, P., & Michaud, M. (2024). English language education and the internationalization of higher education in Japan. TESOL Communications, 3(2), 15-25. https://doi.org/10.58304/tc.20240202
Glass, C. R. (2012). Educational Experiences Associated with international students’ learning, development, and positive perceptions of campus climate. Journal of Studies in International Education, 16(3), 228-251. https://doi.org/10.1177/1028315311426783
Griffith, R. L., Wolfeld, L., Armon, B. K., Rios, J., & Liu, O. L. (2016). Assessing intercultural competence in higher education: Existing research and future directions. ETS Research Report Series, 2016 (2), 1–44. https://doi.org/10.1002/ets2.12112
Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). A review of collaboration through intercultural competencies in higher education. Cogent Education, 10(2), 2281845. https://doi.org/10.1080/2331186X.2023.2281845
Hofmeyr, A. S. (2023). Rethinking the concept of global human resources in the Japanese higher education context. Asia Pacific Journal of Education, 43(1), 62-78. https://doi.org/10.1080/02188791.2021.1889970
Holubnycha, L., Kostikova, I. І., Leiba, O., Lobzova, S., & Chornovol-Tkachenko, R. (2019). Developing students’ intercultural competence at the tertiary level. Web of Science, 11(3), 245-262. https://doi.org/10.18662/rrem/149
Iskhakova, M., & Ott, D. L. (2020). Working in culturally diverse teams: Team-level cultural intelligence (CQ) development and team performance. Journal of International Education in Business, 13(1), 37-54. https://doi.org/10.1108/jieb-11-2019-0052
Johnson, A., & Elliott, S. (2020). Culturally relevant pedagogy: A model to guide cultural transformation in STEM departments. Journal of Microbiology & Biology Education, 21(1), 10–1128. https://doi.org/10.1128/jmbe.v21i1.2097
Johnson, C. S., Sdunzik, J., Bynum, C., Kong, N., & Qin, X. (2023). Learning about culture together: enhancing educators cultural competence through collaborative teacher study groups. In Leading Socially Just Schools (pp. 183-196). Routledge. https://doi.org/10.4324/9781003357667
Jones, E. (2019). Employability in transnational education 1. In Internationalization and employability in higher education (pp. 141–153). Routledge. https://doi.org/10.4324/9781351254885
Jorgenson, S., & Shultz, L. (2012). Global citizenship education (GCE) in post-secondary institutions: What is protected and what is hidden under the umbrella of GCE. Journal of Global Citizenship & Equity Education, 2(1), 1–22.
Kariya, T. (2024). A Long & Wrong Road to Globalization: Why have Japanese universities failed in “catching up” in the twenty-first century? Dædalus, 153(2), 120-135. https://doi.org/10.1162/daed_a_02069
King, P. M., Perez, R. J., & Shim, W. J. (2013). How college students experience intercultural learning: Key features and approaches. Journal of Diversity in Higher Education, 6(2), 69. https://doi.org/10.1037/a0033243
Kobayashi, Y. (2021). Non-globalized ties between Japanese higher education and industry: Crafting publicity-driven calls for domestic and foreign students with global qualities. Higher Education, 81(2), 241-253. https://doi.org/10.1007/s10734-020-00539-w
Krajewski, S. (2011). Developing intercultural competence in multilingual and multicultural student groups. Journal of Research in International Education, 10(2), 137-153. https://doi.org/10.1177/1475240911408563
Liang, Y., & Schartner, A. (2022). Culturally mixed group work and the development of students’ intercultural competence. Journal of Studies in International Education, 26(1), 44-60. https://doi.org/10.1177/1028315320963507
Liu-Farrer, G., & Shire, K. (2023). Who are the fittest? The question of skills in national employment systems in an age of global labour mobility. In The Question of Skill in Cross-Border Labour Mobilities (pp. 69-86). Routledge. https://doi.org/10.4324/9781003374367
Mazumi, Y. (2023). How does post‐study employment policy for international students create “skilled” migrants? The case of Japan. International Migration, 61(6), 295-311. https://doi.org/10.1111/imig.13176
Mansilla, V. B., Jackson, A., & Jacobs, I. H. (2013). Educating for global competence: Learning redefined for an interconnected world. In Mastering Global Literacy, Contemporary Perspectives (pp. 1–24). Solution Tree Press.
Mellors-Bourne, R., Jones, E., & Woodfield, S. (2015). Transnational education and employability development. York, UK: Higher Education Academy.
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2022). Kōtō kyōiku ni okeru kokusai kōryū no genjō ni tsuite [The Current State of International Exchange in Higher Education]. Retrieved from https://www.mext.go.jp/content/20221207-mxt_kotokoku01-000026340_11.pdf
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (n.d.). Global 30 Project - Establishing University Network for Internationalization. Retrieved from https://www.mext.go.jp/en/policy/education/highered/title02/detail02/sdetail02/1373894.htm
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (n.d.). Top Global University Project. Retrieved from https://www.mext.go.jp/en/policy/education/highered/
title02/detail02/sdetail02/1395420.htm
Mittelmeier, J., Lomer, S., Al-Furqani, S., & Huang, D. (2024). Developing meaningful internationalisation that impacts students’ outcomes in higher education: A scoping review of the literature 2011–2022. Journal of Studies in International Education, 28(4), 503-525. https://doi.org/10.1177/10283153231222278
Mittelmeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural group work tensions: Mixed student perspectives on the role of social relationships. Higher Education, 75, 149-166. https://doi.org/10.1007/s10734-017-0131-3
Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325. https://doi.org/10.1080/00071005.2013.798393
Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. In Freud, Lacan, Zizek and Education (pp. 72-87). Routledge. https://doi.org/10.1080/17508487.2017.1318772
Pinto, S. (2018). Intercultural competence in higher education: academics’ perspectives. On the Horizon, 26(2), 137–147. https://doi.org/10.1108/OTH-02-2018-0011
Poort, I., Jansen, E., & Hofman, A. (2022). Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, 41(2), 511–526. https://doi.org/10.1080/07294360.2020.1839024
Popov, V., Noroozi, O., Barrett, J. B., Biemans, H. J., Teasley, S. D., Slof, B., & Mulder, M. (2014). Perceptions and experiences of, and outcomes for, university students in culturally diversified dyads in a computer-supported collaborative learning environment. Computers in Human Behavior, pp. 32, 186–200. https://doi.org/10.1016/j.chb.2013.12.008
Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3), 195–212. https://doi.org/10.1177/1028315316662981
Sawir E. (2013). Internationalisation of higher education curriculum: The contribution of international students. Globalisation, Societies and Education, 11(3), 359–378. https://doi.org/10.1080/14767724.2012.750477
Schwarzenthal, M., Schachner, M. K., Juang, L. P., & Van De Vijver, F. J. (2020). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology, 50(2), 323-346. https://doi.org/10.1002/ejsp.2617
Shozaichibetsuninzuhyo, 2024 [Location of People Table]. (2024) Hyogo, Japan: Otemae University.
Szydło, J., Szpilko, D., Rus, C., & Osoian, C. (2020). Management of multicultural teams: Practical lessons learned from university students. Publishing House of Bialystok University of Technology. https://pb.edu.pl/wp-content/uploads/2023/01/Management-of-multicultural-teams.pdf
UNESCO. (2015). Global citizenship education: Topics and learning objectives. UNESCO. https://doi.org/10.54675/DRHC3544
Volet, S. E., & Ang, G. (2012). Culturally mixed groups on international campuses: an opportunity for inter-cultural learning. Higher Education Research & Development, 31(1), 21–37. https://doi.org/10.1080/07294360.2012.642838
Vosse, W. M. (2019). Reviving Japan through internationalization of higher education: Is there a “New Meiji”?. In Japan’s Future and a New Meiji Transformation (pp. 154-167). Routledge. https://doi.org/10.4324/9780429056697
Vromans, P., Korzilius, H., Bücker, J., & de Jong, E. (2023). Intercultural learning in the classroom: Facilitators and challenges of the learning process. International Journal of Intercultural Relations, 97, 101907. https://doi.org/10.1016/j.ijintrel.2023.101907
Yonezawa, A. (2019). Challenges of the Japanese higher education Amidst population decline and globalization. Globalisation, Societies and Education, 18(1), 43–52. https://doi.org/10.1080/14767724.2019.1690085
Yonezawa, A. (2023). Japan’s higher education policies under global challenges. Asian Economic Policy Review, 18(2), 220-237. https://doi.org/10.1111/aepr.12421
Zalli, E. (2024). Globalization and education: exploring the exchange of ideas, values, and traditions in promoting cultural understanding and global citizenship. Interdisciplinary Journal of Research and Development, 11(1 S1), 55-55. https://doi.org/10.56345/ijrdv11n1s109
