CULTURAL DIFFERENCES IN SELF-PERCEPTIONS OF ABILITY, CONFIDENCE, AND PERCEPTIONS OF DIFFICULTY: PEDAGOGICAL IMPLICATIONS FOR THE LANGUAGE CLASSROOM

Anthony Sellick, James Bury

DOI Number
10.22190/JTESAP1801053S
First page
053
Last page
062

Abstract


With the Japanese government aiming to increase the proportion of foreign students attending Japanese universities to 10 percent by 2020, it is important to understand the different perceptions students have. This paper reports on a comparison between students from Confucian heritage culture (CHC) countries and students from non-Confucian Heritage Culture countries. The study found significant differences in the non-CHC students’ self-assessments of English language ability and in their confidence in using English, while no differences were found in perceptions of course difficulty or in final grades. The report briefly discusses some of the pedagogical implications of teaching classes with mixed cultural traditions.


Keywords

perceived difficulty, student beliefs, Confucian-heritage cultures

Full Text:

PDF

References


Abu-Rabia, S. 2004. “Teachers’ role, learners’ gender differences, and FL anxiety among seventh-grade students studying English as a FL.” Educational Psychology 24, no.5: 711-721.

Endo, Y. 2007. “Optimistic and pessimistic biases and comparative judgmental processes in Japan: Do people really compare themselves to their peers?” Asian Journal of Social Psychology, 10, no.4: 224-232.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. 2004. “Increasing reading comprehension and engagement through concept-oriented reading instruction.” Journal of Educational Psychology. 96, no.3: 403–423.

Heine S. J., Kitayama S., Lehman D. R., Takata T., Ide E., Leung C., & Matsumoto H. 2001. “Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves.” Journal of Personality and Social Psychology, 81: 599-615.

Kruger, J. & Dunning, D. 1999. “Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments.” Journal of Personality and Social Psychology, 77, no.6: 1121-1134.

Li, W., Lee, A., & Solmon, M. 2007. “The role of perceptions of task difficulty in relation to self-perceptions of ability, intrinsic value, attainment value, and performance.” European Physical Education Review, 3, no.3: 301–318.

Locklin, B. S. 2013. “Learning from our mistakes: Difficulty and insight in the literature classroom.” Journal of the Midwest Modern Language Association, 46, no.1: 55-69.

Mayer, R. E. 2004. “Should there be a three-strikes rule against pure discovery learning?” American Psychologist, 59, no.1: 14-19.

Mahmoodi A., Bang, D., Olsene, K., Zhao, Y. A., Shih, Z., Broberg, K., Safavi, S., Hang, S., Ahmadabadi, M. N., Frith, C. D., Roepstorff, A., Rees, G., & Bahrami, B. 2015. “Equality bias impairs collective decision-making across cultures.” PNAS, 112, no.12: 3835-3840.

MEXT. 2008. Outline of the Student Exchange System: Study in Japan and Abroad. Tokyo: Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT).

Nemoto, Y. 1999. The Japanese education system. Parkland, Florida: Universal Publishers.

Nozaki, K.N. 1993. “The Japanese student and the foreign teacher.” In Wadden (ed.), A Handbook for teaching English in Japanese colleges and universities, Oxford: Oxford University Press.

O’Dwyer, S. 2003. “Democracy and Confucian Values.” Philosophy East and West, 53, no.1: 39-63.

Park, S. W., Tignor, S. M., Min, J. J., & Heo, Y. H. 2016. “Accuracy and bias in self-perception of performance: Narcissism matters in Korea as well.” Korean Social Science Journal, 43, no.2: 29-43.

Savaşç, M. 2014. “Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level.” Procedia - Social and Behavioral Sciences, 116: 2682-2686.

Sellick, A., Bury, J., Yamamoto, K., & Watanabe, A. 2014. “Encouraging Incidental English Communication in Japanese English Classes, Part 1: Student Attitudes.” Shumei University Journal, 11: 167-190.

Tran, T. T. 2013. “Is the learning approach of students from the Confucian heritage culture problematic?” Educational Research for Policy and Practice, 12, no.1: 57-65.




DOI: https://doi.org/10.22190/JTESAP1801053S

Refbacks

  • There are currently no refbacks.



ISSN 2334-9182 (Print)

ISSN 2334-9212 (Online)



Publisher:

University of Niš

Univerzitetski trg 2, 18000 Niš, Serbia
Phone:    +381 18 257 095
Telefax:  +381 18 257 950


© 2013 by University of Niš, Serbia