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Rethinking Foreign Language and Hospitality Service Training in Japan:
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Proceedings
of
the Universal Academic Cluster
International Summer Conference
in Hokkaido
July 2018
Sapporo, Hokkaido, Japan
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
Universal Academic Cluster International Summer Conference in Hokkaido
27 - 29 July 2018
Sapporo, Hokkaido, Japan
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
International Committees
Conference Chair
Dr. Banyat Sroysang, Pathumthani, Thailand
Members
Dr. Nistor Filip, "Mircea cel Batran" Naval Academy Constanta, Romania
Dr. Jaekeun Park, Hanseo University, Korea
Dr. Kuan Chen Tsai, City University of Macau, Macau
Dr. Pieter Sahertian, Kanjuruhan University of Malang, Indonesia
Dr. Jamie Halsall, University of Huddersfield, UK
Dr. Jun-Juh Yan, Shu-Te University, Taiwan
Dr. Sami Jarboui, University of Sfax, Tunisia
Dr. Vilmos Vass, BKF University of Applied Sciences, Hungary
Dr. Jose Luis Lopez-Bonilla, National Polytechnic Institute, Mexico
Dr. Ditza Maskit, Gordon College of Education, Israel
Dr. Sedat Karadavut, Trakya University, Turkey
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
Contents
Analysis of Obesity Effects for the Tumor Model
Sarud Udomchalermpat, Ekkachai Kunnawuttipreechachan and
Sanoe Koonpraseart ………………………………………………………………………. 1
Nanoplastic Effect on the Growth of Phytoplankton-Zooplankton Population with
Monod-Haldane Functional Response with a Time Delay via Mathematical Model
Amornprapa Pensuwan, Sanoe Koonprasert and Sekson Sirisubtawee …………..….... 19
An Analysis for Effective Conditions to the End of Facebook via Mathematical Modelling
Krongthong Supappornchai, Ekkachai Kunnawuttipreechachan and
Sanoe Koonprasert …………………………………………..…………………………... 34
Discrete-Time Dynamical Model of Jatropha Curcas Trees with Roguing by Mosaic
Disease
Apisit Klaklangchon and Sanoe Koonprasert ………………….........................………. 51
Pilot Study of Parkinson's Rehabilitation System with Rhythm Auditory Stimulation
Mei-Ju Su, Heng-Shuen Chen, Ya-Chi Chang, May-Hua Liao and Yu-Huei Su ……... 68
Higher education in Hungary- International student mobility and the value of an EU
diploma
Katalin Bándy ………………………………………………………….………........….... 78
Case study of Ban Lao Khwan, Moo 3, ThoThae, Wat Bot, Phitsanulok: Turning Palm
Wine as Economic Goods from the Local Wisdom of Retaining Palm Juice
Rujroad Kaewurai, Wanitcha Manyum, Wilawan Somyaron, Saranyu Muendej and
Chamaipon Sresurat …………………………………………………….……...…...….... 89
Curriculum development, logistics and supply chain: Project Incubator and the
development of integrated logistics and supply chain under the reform program of
the National Curriculum
Tipparat Sittiwong …………………..........................................................................….... 98
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
The Effect of Communicative English Camp by B Slim Model for First Year
Secondary School Students in Small Sized School, Thailand
Supanee Sengsri and Monthien Chaiprasert …………………………………......….... 109
An Error Analysis on Computer Programming Through Self-Organized Teamwork
Learning: A Case Study of Pre-Service Teachers in Computer, Naresuan University,
Thailand
Thongchai Sengsri …………………...………………………………………….…….... 119
The Design Analysis of Digital Manipulation Images in Advertising Photography
Chih-Chieh Hung …………………...………………………………………………....... 132
The Study of Visual and Design Elements for Fruit and Vegetable Juice Packaging
Fu Nien Suei …………………………………………………………………..…...….... 146
Rethinking Foreign Language and Hospitality Service Training in Japan: Analysis of
Active Learning Design for Hokkaido Railway
Jon Thomas …………………..................................................................................….... 155
The Relationship between a Coach’s Leadership Behavior, Coach-Athlete Relationship
Quality and Training Effect of Badminton Players in Junior-High-School
Chia-Ming Chang, Hsiu-Chin Huang, Tsung-Liang Lin and Chien-Kuang Chen ….. 169
Applying a Program Logic Model to Design and Evaluate the Teacher Professional
Development Program
Su-Ching Lin …………………................................................................................….... 178
Review of Quality Services Rating in Transportation for Bus
Shuhairy Norhisham, Herda Yati Katman, Amiruddin Ismail and
Muhamad Nazri Borhan …………………...............................................................….... 192
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
Rethinking Foreign Language and Hospitality Service Training in
Japan: Analysis of Active Learning Design for Hokkaido Railway
Jon Thomas
Tourism Department, Sapporo International University, Japan
Email: jon-thomas@ts.siu.gmail.com
Abstract
The Japanese hospitality industry, well known for its high quality of customer service called
“omotenashi”, methodically and rigorously trains employees to learn standards that must be
followed. However, recent heavy influx of foreign tourists has strained the usually zealous
service workforce encountering sociocultural situations that neither education nor their
collectivist work culture can smoothly sustain. While the ministry of education has
acknowledged English education as the main proponent to fill these gaps, foreign
sociocultural aspects are not commonly addressed in education nor job training. Leaving to
question whether the traditional teacher-centered rhetoric lecture style can sufficiently cover
the gaps associated with foreign language and hospitality training. This paper examines a
foreign language and hospitality service training program that used an ‘active learning’
approach, which was in direct contrast to the previous year’s material and instruction
implemented with rhetoric-based lecture. An analysis of the more recent 2016 program is
followed by a critical analysis of ‘activeness’ to evaluate its effectiveness based on
participant survey feedback. Educational, sociocultural and linguistic theories serve as the
basis for aspects of program creation and research analyses, and attempts to address three
research questions: (1) Can an ‘active learning’ curriculum, in contrast to the predominant
traditional lecture style, promote a stronger inclination of communication ability with
foreign customers?; (2) To what degree does the inclusion of foreign sociocultural norms aid
the language training, if any?; (3) Is there a clearer lens to better effectively view and/or
approach foreign hospitality service training designed for Japanese workers/students?
Although more studies are necessary to examine the various intricacies, the study concludes
with a potential framework that might alleviate prevalent challenges that face instructors and
students in English for specific purpose programs, especially those associated with
hospitality for inbound tourists.
Keywords: Active Learning, English for Specific Purposes, Japanese Hospitality, Tourism
Education
1.
INTRODUCTION
Culture shock, feelings of degradation, and worker burnout are aspects commonly
found in regions in which inbound foreign tourism is burgeoning [1]; and where gaps in
cultural differences between visitors and hosts exist, there is a higher chance of social
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impacts occurring [2]. According to the World Tourism Organization, sustainable tourism is
“tourism that takes full account of its current and future economic, social and environmental
impacts, addressing the needs of visitors, the industry, the environment and host
communities” [3]. In the case of Japan, whose geographic isolation and centuries of
isolationist policy has established its ‘overly’ secluded society [4] and ostensibly contributed
to the continued lack of success in policies related to internationalization, the sharp recent
six-year increase in inbound tourism has proven problematic in terms of preparation in the
hospitality industry [5].
Similar to other nations who have sought and received influx of
travelers from abroad, the economic benefits have come alongside detrimental sociocultural
effects - a dichotomy looms.
The potential of the nation’s current inbound tourism boom is evident, yet the
preservation of longstanding cultural and social norms lies directly in the wake of its swell.
As encompassing the definition of sustainable tourism is, it does not address how to handle
problems hospitality workforce face on a regularly basis, nor how to limit the overly
negative experiences on the native people and their environment [6]. In lieu of this, critics of
the unseasoned Japanese service industry have been quick to point to the lack of adequate
ability in English as the main hindrance, followed by inefficiency in equipping students with
adequate levels of self-autonomy in primary, secondary and post-secondary levels of
education [7]. Although these factors are not the only causes for the current dire state of
foreign hospitality service, intentionally or otherwise they both perpetuate an unprepared
workforce of a homogeneous society that has kept itself from deeper understanding and/or
acculturation of Western society. As these factors affect both guest and host, the detriment
may be varied and go beyond economic returns. With the region’s viability as a return
destination for outsiders at risk, stakeholders in the hospitality industry are looking for much
needed solutions.
This study focuses on one such stakeholder in Hokkaido, Japan – the Hokkaido
Railway Company, also officially referred to as JR Hokkaido – and the implementation of a
foreign language and culture study for hospitality training program delivered at its main and
busiest branch of operations. Initial motivation for this research concerned pedagogical
approach and to test whether an active learning approach could be masterfully utilized in an
English for specific purposes (ESP) adult learning program, tailored for foreign inbound
hospitality staff.
Relieving anxieties associated with communications with foreigner visitors in English
was identified by the company as an underlying aim of program, and a practical usage of
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
English terminology related to work as the main learning aim. Towards the development of
forming scientific research, these initial aims evolved to three definitive research questions
of:
1. Can a curriculum based on tenets of active learning, in contrast to the traditional
predominant lecture style in Japan, promote a stronger inclination of communication ability
with foreign customers?
2. Can the inclusion of foreign sociocultural norms aid the language training, and if
so, to what degree?
3. Is there a better lens to view or approach foreign hospitality service training
designed for Japanese workers/students?
I, hereon referred to as instructor-researcher, surmised that a curriculum developed
with consideration of educational as well sociocultural theories and concepts would assist
not only in the program’s successful implementation, but also mitigate the anxieties of
participants that are commonly held by second language learners [8]. Research regarding
miscues in intercultural communication suggest that cultural and personal norms are
integrally connected, and that resultant behavior and values are dimensions that both host
culture and visiting culture persons need to consider and honor [9]. Furthermore, the
contrasts of visitor and host people’s language can effect either a positive or negative
hospitality experience.
The insufficient English skills and foreign culture knowledge of the Japanese
workforce are detrimental to the current inbound tourism boom, a situation comparable to
other parts of the world where the disparity between skills demanded for work situations and
actual ability of university-matriculated students is wide. The large amount of theory found
in post-secondary hospitality education may be a cause for the disparity [10]. In evaluating
learner backgrounds for preparation of this program’s curriculum, it was found that JR
Hokkaido mandates a rather high level of staff training along with continuous evaluations of
staff performance; which enabled the instructor-research to build the subsequent English
training upon those general protocols and use it as a base for devising situation-specific
activities that followed.
In consideration of the teaching approach and classroom environment, instructorresearcher gave special attention to the culture of learning, specifically the aspects of
pedagogy, classroom atmosphere, and student/teacher attitudes and behaviors which are
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known to be vital for producing an prosperous learning environment [8][11]. The collectivist
nature of Japanese society readily observed in the classroom, and noticeable in other East
Asian countries, is effected in part by their longstanding and sedentary philosophies and
religions. Characterized by learners who lean towards restraint, conformity and reticence
rather than activeness, independence and outspokenness that are more prevalent in Western
education [12][13]. So, to promote application of English and associated sociocultural
knowledge in real situations, and with immediacy, active learning tasks are potential
valuable for their use in requiring higher-order thinking, student exploration of her own
attitudes or values, and overall inclusivity of students in ‘doing’ tasks rather than mere
‘thinking’ ones [14]. To derive these potential benefits, it was presumed that active learning
tasks should be implemented abundantly for the JR program. To further ensure retention and
reproduction of language use in the classroom, there was a consideration of time and
delivery of curriculum’s tasks to support a balanced ratio of teaching and practice time, so
that aspects of grammar understanding, word use and sociocultural norms could be
integrated cognitively and reproduced implicitly [15].
Aside from the distinctive and presumptively new cultural content to be explored, the
next anticipated challenge would be whether the native culture can endure a foreign
educational approach, very different than the traditional rhetoric style that is prevalent at
nearly all levels and types of Japanese education. To combat engrained tendencies of
passivity but also support the learning culture native to students, concepts from research by
Vygotksy and Piaget on sociocultural aspects in learning and learner development were
speculated to be effective for maximizing the limited time and activeness of the JR
curriculum goals. Vygotsky’s sociocultural research on children’s proximal zone of
development proposed that actual and potential ability of problem-solving can be brought
closer through teacher guidance and classmate interaction [16], a point that Piaget also
positively observed in children’s interactions across development stages [17]. Despite all
learners in the JR program being adult aged, it could be easily surmised that they had not
experienced the development phases intrinsically connected to language in the same way as
native English speaker learners had at a young age, for example Canadian English speaking
elementary school students, due to the contrasting nature of culture and learning
environments.
It can be similarly deduced that during these development phases Japanese-born and
raised people would not have been nearly as exposed to sociocultural norms associated with
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
English in their second language (L2) interactions. Therefore, it can be presumed that the
participants would benefit from native L2 teacher guidance and partner work that allows
them freedom to express openly and joyfully while testing out their abilities and
uncertainties of the L2 language and culture in a controlled and comfortable environment.
Towards producing this effect, more preclusions against excessive teacher rhetoric and
inclusions for trial and error practice, as characteristic of active learning, were devised.
As adult learners are varied in both their personal and educational background, two
more educational paradigms or approaches – androgogy and English for specific purposes and their respective assumptions can assist in affirming that the approach is conducive with
general and particular disposition and willingness of the adult participants.
Knowles’
perspective of adult learner disposition, now referred to as androgogy, is a culmination of six
assumptions [18] and ESP consists of a set of absolute and variable characteristics [19],
all of which could be applicable to the participants of this study.
Although there
was no research found to support a direct association between them, it seems that
general associations might be effectually construed for application. The following
associations are hypothesized: Knowles’ third assumption stating adult readiness to learn is
closely connected to developmental tasks of social role and ESP’s variable characteristic
three stating ESP is often designed for adults in a work situation; Knowles’ fourth
assumption that due to a level of maturity there is a shift from future application of
knowledge to more immediate use and ESP’s absolute characteristic one of its
aim to meet specific needs of learners; and Knowles’ sixth assumption that adults
feel it necessary to understand the reason for learning something and ESP absolute
characteristics two and three stating that it makes use of methods and activities of the
discipline it serves and that is centered on language appropriate to these tasks in
regards to grammar, lexis, discourse, study skills and genre.
Hypothetically, the
presumptions above would take form as an “antecedent-subsequent”.
His assumption
infers that learner naturally questions relevance of learning material and their position in
it, so it seems logical that a dimension of doubt would accompany.
The subsequent
ESP characteristic can answer that doubt, precluding dissociation with material. In an
L2 context, Knowles’ third assumption of adult readiness to learn connected to social
roles may beget questioning as, “How does this (language or culture) relate to my social
role and/or development?”. This then can be purposefully countered with the subsequent
ESP variable, “This is designed for your work situation.” To what extent learners might
interpret their position as learner or the degree of closeness they feel to material is beyond
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the scope and measurement found in this paper, however, these “antecedent-subsequent”
linkages were believed to manifest motivation and progression, hence included.
Making a place for all of the above variables in a cohesive curriculum proves
daunting, however, using vertical layers constructed of task-based aims and horizontal layers
of aims more characteristically abstract, multiple variables can be appropriated [20]. Such a
curriculum creation may be tedious and deviate from atypical ESL curricula, yet able to
advance multiple learning aims. The inclusion and fusion of these theoretical and conceptual
notions would presumably lead to observations and insight that would answer this study’s
research questions.
2.
DETAILS EXPERIMENTAL
2.1. Materials and Procedures
The current research succeeded the previous year’s study program in which a Japanese
instructor created and implemented materials and curriculum. Those contents were received
at the onset of this new program’s contractual negotiation, which were analyzed by
instructor-research to determine which content could be effectually altered and reused. Only
a minimal amount of content was reused, greatly adapted to become conducive active
learning tasks in new curriculum. Initial communications with JR management staff
provided instructor with initial learning objectives that coincided with the company’s hopes.
Following this and prior to curriculum creation, analysis of stakeholders, resources, and
other previously mentioned program-related variables such as number of participants, lesson
and program duration, learner background, evaluation techniques and teaching
approaches/methodologies was carried out by instructor.
A critical examination of the previous program’s rhetoric style instruction was
followed by establishing concrete themes and learning targets for the several specific
activities. A vertical-horizontal learning structure was used for progressive building of L2
knowledge and skills vertically, and spreading other abstract aspects of culture and business
horizontally across content, tasks, and instruction.
JR management divided learners into five groups according to an English placement
test and/or previously acquired English certifications, as confirmed and carried out by their
company. Finally, the instructor-researcher submitted general syllabus along with specific
activity worksheets and lesson plan to the supervising company for final approval. To ensure
a comfortable yet motivating environment conducive to active learning the instructor then
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
reduced the amount of rhetoric and high-level grammar and words, adapting some aspects
while eliminating or replacing others deemed unsuitable both prior to and during the
lesson(s) implementation.
2.2. Population and Sampling Size
The total number of participants was 49, were divided into five groups according to
results of preliminary placement test; and generally classified as low-level beginner /
beginner / beginner-intermediate / intermediate / high-level intermediate.
Participants
belonged to the largest and busiest branch of train operation for the region, hence perceived
as those who come into contact with English most frequently.
Despite using a uniform curriculum across groups, each lesson was slightly adapted
to ensure approach, explanation(s), and activity procedures were compatible to learners’
reported abilities.
Only one lesson was given to each group, which was approximately three hours in
duration including three short break times. Although participation was ostensibly voluntary,
and no potential future rewards for joining were overtly stated, joining the program out of a
sense of obligation to maintain work status may have been a potential motivator.
2.3. Data Collection
The primary source of data collection was a post-lesson open-ended written
questionnaire based on five general categories given to each individual. The first two groups
were also allotted short forum-like question and answer time which were recorded and
analyzed, however this data was not included in the research as it was not collected from
subsequent groups. Secondary data comes from the instructor-researcher’s reflections on
whether materials and delivery adequately fit participants and learning aims; based on the
aforementioned theoretical assumptions used during the curriculum and material creation
processes.
2.4. Data Analysis
Five general categories of questions were given as: program content, a change in
feeling after taking the class, contents/ambitions you want to practice actually on the job, in
reference to content, and hopes or requests.
After each questionnaire’s results were collected, they were reviewed qualitatively and
a table was constructed that included answers for each successive group and highlighted as:
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a) answers occurring only from previous group responses, b) recurring answers from
previous group responses, or c) newly occurring responses. As a result, answers that were
considered duplicates were not added verbatim but instead the previous response was
highlighted a specific color to signify overlap. Likewise, responses deemed as newly
occurring were added verbatim and highlighted a different color see Table1.
All responses were then translated from Japanese to English by instructor-researcher.
Responses that included words with multiple potentially nuanced meanings were marked
and translated to express the nuanced meaning(s).
The accumulated data responses were deemed as belonging to the aforementioned sets
according to JR management, which were then quantitatively measured by spreadsheet and a
graph construed (see Fig.1 and 2) by instructor-researcher who excluded last set called hopes
or requests because it was not considered as necessarily related to the research questions of
the study. From the four sets, the two sets of program content and in reference to content
were combined as one data set, and the two sets of change in feeling after taking the class
and contents/ambitions you want to practice actually on the job as another data set. Given
the total number of participants was relative low, and due to the open-endedness of survey,
any results with a frequency of >1 (f>1) were considered significant. The significant results
were then extracted and measured qualitatively.
Qualitative analysis was undergone by marking words/phrases that demonstrably (1)
agree with the any of the five principles of active learning according to Joel Michael [21]
considered positive or desirable attributes of its efficacy in education, or (2) as containing
words, notions, or perceived effects associated with sociocultural norms and/or adjustment
in attitudes towards L2 language or culture.
The qualitative and quantitative analyses are discussed in Section 3.
2.4. Ethical Considerations
Given the high value that the Japanese culture places on privacy, mutual respect and
work, the managing staff explained the instructor-researcher’s request to use surveys as
forthcoming research, mitigating possible anxieties by ensuring the standard code of ethical
conduct used at the university level would be adhered to. Participants’ personal information
such as name, age, and background were kept confidential throughout the research period
and following it.
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
Table 1: Piled Data for 3 Consecutive Lessons
3.
RESULTS AND DISCUSSION
3.1. Active Learning and Sociocultural Norms
The total number of varied responses from all participants, and across the survey’s
four categories, was 50; 25 responses for each of the combined sets of two groupings. The
duplicate or recurring responses were considered firstly, with responses occurring only once
considered secondly.
Responses were measured for their likeness to active learning
principles towards research question one, and expressing notions of sociocultural elements
towards research question two.
Regarding active learning, data was viewed from their respective groupings. Of the
responses to questions grouped in program content and reference to content, eight
comments showed f >1, of which five responses positively reflected two or more of the
active learning principles. Out of the remaining three responses, two did not reflect active
learning and one reflected upon it negatively. Of the responses to questions grouped in a
change in feeling after taking the class and contents/ambitions you want to practice actually
on the job, seven comments showed f>1, each of which positively reflected three or more of
the active learning principles.
From the remaining 35 total responses where f=1, 33
responses positively reflected active learning, and the two remaining responses indicated
recognition of the value of communication but did not attribute any specific principles of
active learning.
Regarding the inclusion of sociocultural elements of language and disposition, only
four of the 15 responses with f> 1 expressed aspects of foreign culture understanding or
sociocultural behavior in communications as potential strategies they would like to try in
future communications. From the remaining 35 responses, 18 indicated cultural elements or
sociocultural behavior in communications.
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Although the determination of whether responses adequately fit the respective active
learning or sociocultural criteria was subjectively based on wording used, and decided by
instructor-researcher individually, all responses clearly demonstrated the criteria; those
considered too vague were dismissed.
Towards research question one, the large number and percentage of positive responses
to active learning’s efficacy on learning highly suggest learners gained a stronger inclination
of communication ability with the L2, and that it is plausible their future communications
with foreigners will be improved. Towards research question two, given that nearly half of
the open-ended responses described sociocultural elements in communication and nearly all
of those expressed either a change in perception, knowledge and/or positive volition
concerning these elements, it is strongly believed that inclusion of sociocultural norms aided
language training.
3.2. Better Lens for Foreign Hospitality Training
English knowledge and ability were primary learning aims, yet it was the strategic use
of concepts from various disciplines that aided effective activity. Language practice realistic
of work-based scenarios promoted progressive learning, likely due to the increased amount
of tasks and repeated exposure to form and function. For some learners, the repetition and
reoccurrence of language patterns seemed to have a stabilizing or positive effect on their
inclination towards their English ability, as cited in their comparisons to the past, reflections
on this program, and/or towards future applications. Similarly, some learners recognized the
value of sociocultural norms as a communication strategy, while others indicated a degree of
empathy regarding their realization of the stressful impact poor communication has on
visitors.
Although a detailed comparison between the previous year’s English program and the
one of this study was not undertaken in detail, general findings included an accurate
estimated ratio shift of teacher to student speaking time from 95:5 in the former to 60:40 in
the latter. This shift related to active learning tasks, and was correlated to students’ positive
comments about the amount, type, or depth of practical speaking tasks; although quantitative
measures to determine such correlation was not undergone.
Less mentioned, but still
relevant, were comments related to teacher presence including native pronunciation, gentle
support and environment, and wish to attend a native speaker’s lecture regularly.
To what degree this one-time three-hour lesson could improve the actual foreign
hospitality service would require more time and commitment by all participants involved.
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
The various theoretical concepts and approaches included in this program when viewed
retrospectively and in light of the results suggest that consideration for the following are
quintessential for producing meaningful connection in L2 foreign hospitality training:
respect for uniqueness of learners’ background, culture and attribution style; activities and
content to stimulate emotiveness; active learning tasks that are realistic and centered around
learner needs; inclusion of language theory and approaches; and lead towards a genuine
learning experience through cognitive and implicit processes. The overall findings posit that
for maximal effectiveness, the programming should be professionally devised, with an
emphasis on student-centered learning rather than the atypical ESL programming that is
overly rigid and simple as in traditional lectures.
A quality program will likely be based on a culmination of concepts from various
disciplines, be cohesive, and delivered pragmatically. In this way, Japanese ESL, especially
foreign hospitality training, can be viewed from a new lens.
The acronym JEKYLL
summarizes the essential aspects, as well as indicates the flow to be generated in overall
implementation of such programming:
J – Japanese culture oriented
E – Emotive based
K – Kinesthetic in activeness
Y – Hypothetical or “You-based” situations
L – Language (L2) theory and approaches
L – Learner fulfillment
Fig.1. Frequency of Survey Responses about Program Content & Reference to
Content.
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Fig.2. Frequency of Survey Responses about Change in Feeling & Contents/Ambition
to Practice from Now.
CONCLUSIONS
Language is inextricably linked to culture, a well-stated fact supported by research, yet
to what extent learners and instructors recognize the intricacies of culture and
sociolinguistics in L2 programs is dependent on the resourcefulness of curriculum creator
and instructor. This foreign language and hospitality training program was considered a
success by company management and staff according to positive survey and survey results.
Instructor-researcher believes, due to the positive correlations found between data and
applied concepts, the theories that formed this curriculum’s foundation and its delivery can
also be used to masterfully construct and/or complement L2 programs in any ESL, EFL, or
ESP environment; and especially applicable in the hospitality and tourism fields in both
post-secondary education (PSE) and private business spheres.
FUTURE RECOMMENDATIONS
In any intercultural environment, there should always be respect and dignity in
person’s approach and manner – a fact that is perhaps truest in the field of hospitality. If
educators identify characteristically contrasting aspects of foreign and host cultures, and
give space for learner’s attribution and reflection processes, communication gaps will be
narrowed and meaningful understanding shall occur. Yet without ample skills to
complement this knowledge, the education cannot support a future globalized workforce.
This is especially true for the Japanese service industry, which will remain subpar if
education institutions and businesses do not take heed.
In the case of intercultural hospitality service encounters, recognizing the social roles
of both host and guest can lead not only to greater self-identification but also the recognition
of hardships that international visitors endure. This aspect of human struggle and sense of
Proceedings of the Universal Academic Cluster International Summer Conference in Hokkaido, 2018
collective unity forms the very basis of Japanese omotenashi. A common pitfall that ESL
instructors fall towards is the sole pursuit of achieving desired learning aims. Similar to how
classrooms are not mere rooms people congregate in, lessons should not be a mere rotation
of rhetoric or activity. Rather, a gathering of the culturally thematic elements and genuine
appreciation for their social impact and future use is essential to curricula.
Although this research showed very favorable results for business training, it is certain
that university students can benefit from such practical training. Formative evaluation
methods can be created as an adjunct to the type of realistic work-like activities and
applications found here, forming an alternative English instruction that blends theory and
practice considered appropriate to higher education standards. English education reform is
slowly advancing and PSE institutions have a chance to lead the way. In doing so, they
ought not forget the deep value higher education is supposed to afford. It is, perhaps above
all, the very aspect that can assist Japan in overcoming their rather “self-secluded” identity
and become a more truly globalized nation
ACKNOWLEDGMENTS
The instructor-researcher would like to acknowledge the pivotal role of JR Hokkaido
management for their courtesy in communications, assistance in preliminary preparations,
organization of scheduling and class rosters, distribution and collection of surveys, and
overall professionalism. It is the exception, rather than the norm. A debt of gratitude is given
to the personnel, or human resource, company who was contracted by JR to recruit the
instructors for the original 2015 program, and subsequent 2016, 2017 programs led by the
instructor-researcher. Finally, a sincere gratitude to the JR workers who were participants in
the program and hence research study, whom without these findings would not have been
possible.
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