There has been a noticeable increase in Vietnamese student numbers in higher education recently, changing class dynamics for many teachers. This presentation uses the results of a mixed method study exploring motivations of Vietnamese studying in Japan, and the challenges they encounter including financial and social effects of the COVID-19 pandemic. Understanding these motivations will give educators a fresh perspective of the Vietnamese diaspora, and suggestions to better accommodate them.

This presentation highlights a support project for Japanese students enrolled in online study abroad (SA) programs. As a result of pandemic-related travel restrictions, some students have started online SA programs. However, the barrier to desired increases in intercultural competency is challenging. This project sought to enrich online SA experiences by providing supplementary lessons aimed at enhancing intercultural awareness. This presentation highlights how the project was set up, and participants’ perceptions of the support lessons’ value.

This study examines the effects of study abroad experiences on Japanese university students’ long-term L2 motivation. Thirteen students who had attended a three-week program in the US at the end of their second year participated in the study. They completed a questionnaire and had follow-up interviews before their departure, upon their return, 5 months later, 10 months later, and upon graduation. Following the presentation of the results, pedagogical implications will be discussed.

The authors bring valuable findings accumulated through their research with current practitioners about how writing centers can best decide on the tutoring session length at their institution. In this presentation, the speakers will share advice about the important decision when selecting the proper tutorial session length. This session will be helpful both to those in the planning stage and those looking to improve an established writing center or self-access center with tutorial sessions.

In this presentation, a case study of how teaching and non-teaching staff members in a university in Japan conducted study abroad advising in 2020 will be examined. The presenter will describe two different approaches of study abroad advising (online seminars and advising desk) and the outcomes for university students in a comprehensive private university in Japan. Implications for future styles of study abroad advising and language education in the new normal will be further discussed.

The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations in Asia. The panelists will share their educational experiences and diverse perspectives in relation to this year’s conference theme: Reflections and New Perspectives. This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.

This study aimed to uncover the attitudinal factors impacting a group of 1st-year Japanese university students’ (N = 89) self-perceived intercultural competence (IC) prior to a 6-week US-based study-abroad program. Thematic analysis from reaction papers following an interactive lecture-workshop orientation revealed that: 1) participants typically perceived their IC through either an individual lens and/or a collective lens, and 2) they then adopted either a passive or proactive mindset towards their impending study abroad experience.

Report on a qualitative study of self-reported personal growth in Japanese university students following a long-term study abroad (SA) program. A series of semi-structured in-depth interviews were conducted over several weeks. Subjects were asked to reflect on how they changed during their SA time. They were encouraged to give examples, tell stories, follow tangents, and expand on answers. Common themes included increased tolerance of ambiguity, changed perception of other cultures, and personal self-empowerment.

Banking customers need assistance with tasks such as opening bank accounts and transferring money. Some banks, however, do not provide English (ATM or teller) support, so banking can be challenging for non-Japanese speakers. This presentation will describe a banking English seminar which has been designed for staff at a prefectural banking institution. The materials have been assessed and improved using a holistic business English evaluation framework, and this presentation aims to share what was done.