Date of Award
Summer 8-24-2024
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Rashida Banerjee
Second Advisor
P. Bruce Uhrmacher
Third Advisor
Tomoe Nishio
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Culture, Japanese, Language, Language education, Student experience, Undergraduate education
Abstract
In the United States, the enrollments of undergraduate and graduate students in language courses other than English have been continuously decreasing in recent years. Previous research proves that there are diverse benefits that learning a language offers, and it is evident that language education is crucial in this globalized world. However, many universities and colleges in the United States are eliminating foreign language programs, which can deprive students of a crucial opportunity to engage in language learning. Thus, the purpose of this study was to explore undergraduate students’ experiences and perceptions of foreign language education, and the study was guided by three research questions: (1) What are the lived experiences of undergraduate students who study foreign languages and cultures in a university setting? (2) What benefits and challenges do the students experience from their language education? (3) How does the experience of learning a different language influence students’ perspectives about themselves, other languages and cultures, and the world? This study employed a phenomenological research method to explore the essence of students’ lived experiences in the first-year Japanese program at a private university in the Rocky Mountain region of the United States. Data collection included individual interviews with six participants who completed the first-year Japanese language courses and analysis of the reflections that they had written during their coursework.
The research findings indicate that there are common themes found in the students’ experiences of the first-year Japanese courses. The emergent themes that delineate the students’ lived experiences include: (1) sense of community, (2) sense of progress and pride, (3) real-world applications, (4) changes in values and perspectives, (5) awareness and curiosity of differences, and (6) course curriculum and pedagogy contributing to memorable learning experiences. The students had a unique learning experience in the language classroom, which is different from other university classes. Some of these themes are closely connected to students’ diverse motivations towards language learning, including instrumental, integrative, and intrinsic orientations, and these motivations coexist and transform depending on the contexts of learning. The research findings also suggest that students’ motivation and investment in language learning are significantly affected by their visions of the future, which are formed in the process of their language journeys. Furthermore, the students experienced a perspective transformation that promotes critical cultural awareness through learning various aspects of Japanese culture and critically reflecting on their own. This study proves that language education has a diversely significant influence on learners and enriches them academically, personally, and socially.
Copyright Date
8-2024
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Miho Hamamoto
Provenance
Received from Author
File Format
application/pdf
Language
English (eng)
Extent
159 pgs
File Size
1.8 MB
Recommended Citation
Hamamoto, Miho, "Undergraduate Students’ Experiences and Perceptions of Foreign Language Education" (2024). Electronic Theses and Dissertations. 2452.
https://digitalcommons.du.edu/etd/2452
Included in
Curriculum and Instruction Commons, First and Second Language Acquisition Commons, Higher Education Commons, Japanese Studies Commons, Teacher Education and Professional Development Commons
