JAPANESE STUDY APPROACHES TO ENGLISH LANGUAGE LEARNING

Research in Education, Nov 2004 by Stribling, Parrill

This research has two purposes. Measures of the Study Process Questionnaire (SPQ) (Biggs, 1987a) and the Learning Process Questionnaire (LPQ) (Biggs, 1987b) have never been taken within a Japanese environment, nor has any longitudinal study of Japanese tertiary students' study approaches been undertaken before.

Factor analyses of Japanese university engineering and English majors and junior college English majors (n = 272) SPQ measures and junior college English majors' LPQ measures (n = 121) were compared with similar international studies to verify validity (Watson and Briggs, 1996, p. 13). Sub-scales of both instruments loaded as intended into two factors within intended constructs significantly and with moderate to strong coefficients. The strongest loading for both instruments was Surface Motive (SPQ = 82 and LPQ = 81) and the weakest was SPQ Achieving Motive (43).

The two instruments were given alternatively to junior college English majors (n = 41) over a two-year period. The measures were checked for validity and reliability. Test-retest coefficients were moderate. Alpha coefficients were comparable to and fell within the ranges of similar studies (Biggs, 1987c, p. 28; Watkins, 1996, p. 11).

The two-year measures were examined for changes over time and within groups with a Manova, cross-tabulation and t test analyses. The Manova analysis revealed very highly significant changes over time on eight of the ten scales. Deep Motive had very significant changes over time and Surface Strategy had significant changes. Cross-tabulation analysis of low, middle and high mean score groups on initial and final Deep Achieving Approach (DAA) measures showed a general shift from the lower DAA mean score group to middle and high groups. T test analysis of pre- and post-measures showed very high significance differences on six scales. Differences between initial and final Deep Motive and DAA measures were highly significant and Achieving Strategy measures significant. Only Surface Strategy showed no significant changes between initial and final measures.

Diagnostic profile analyses of junior college students' study approaches over the two-year period indicate that some moderate maturity in study approaches occurred over time. The changes, when examined according to international norms, are not substantial. Surface Strategy, Deep Motive and Achieving Strategy means remained consistent and within average norms. Surface Motive and Achieving Motive means dropped below average norms and Deep Strategy means increased from below-average to within-average norms.

A shift of study approaches occurred over the two-year period, especially on the Surface and Deep scales. Surface scales mean scores declined. Achieving Strategy mean scores increased. The two other Achieving scales' means declined. The three Deep scales and the DAA means increased, though a decline occurred in the last semester.

The results indicate that Japanese junior college students are prepared to modify their study approaches. They are, however under great pressure to fulfil other obligations besides academic responsibilities. These non-academic commitments are considered essential aspects of modern Japanese society, especially in the last semester, when the DAA means declined. There is the job search, which in the present economic situation is grim. This includes sitting for recruitment exams, job interviews, recruitment orientation, and then attending the accepting company's entry ceremony. Mandatory social events include the coming of age ceremony, graduation trip and, of course, the graduation ceremony.

Curriculum objectives, pedagogical materials and learning instruction should be employed to stimulate and maintain progressive development in study approaches. Students need clear course objectives. Pedagogical materials and learning instruction should be directed towards fulfilling academic goals over the brief two-year period.

The SPQ and the LPQ have valid and reliable measures with a Japanese tertiary population. The two-year sample size is too small for any generalisation. Further studies are needed. The results indicate that Japanese junior college students enter using predominantly Surface approaches. They exit, after two years, using Deep approaches.

References

Biggs, J. (1987a), Study Process Questionnaire Manual, Melbourne, Vie.: Australian Council for Educational Research.

_____(1987b), Learning Process Questionnaire Manual, Melbourne, Vie.: Australian Council for Educational Research.

_____(1987c), Student Approaches to Learning and Studying, Melbourne, Vie.: Australian Council for Educational Research.

Watkins, D. (1996), 'Learning theories and approaches to research: a cross-cultural perspective', in D. Watkins and J. Biggs (eds), The Chinese Learner: Cultural, Psychological and Contextual Influences, Hong Kong: Comparative Education Research Centre; Melbourne: Australian Council for Educational Research, pp. 3-25.

Watkins, D., and Biggs, J., eds (1996), The Chinese Learner: Cultural, Psychological and Contextual Influences, Hong Kong: Comparative Education Research Centre; Melbourne: Australian Council for Educational Research.