Impact of International Service

Learning on Japanese’ English

Skills and Filipinos’
Intercultural Competence

Aurelio P. Vilbar
Purita Baltazar
Cherry Malaque
Shirley Ando

University of the Philippines Cebu

Otemae University, Japan

University of Santo Tomas, Manila

7-9 December 2017
 Rationale”
Why International Service Learning?
 Philippines
 English language learning hub
 Japanese, Koreans
 Chinese, Vietnamese, etc

 Foreigners
 Exchange student
 Visitors
 Research questions

 Did the ISL promote

 content learning and intercultural
communicative competence among
Filipino students?
 learning English language and Filipino
cultures
 Theoretical Framework:
International Service Learning
 Students participate in a service
community in another country
 Learn from direct interaction &
cross-cultural dialog
 Gain further understanding about
the course, intercultural issues,
global citizenship

(Bringle and Hatcher, 2011 )

 Theoretical Framework
ISL Goals (Ash and Clayton 2009 as cited in Black et al., 2013)

Civic
learning Students

Personal Academic Faculty/s Community

growth learning taff members
 Studies showing benefits of
International Service Learning
 cultural understanding &
intercultural communication
 (Tonkin & Quiroga, 2004)
 more active learning
 helping students develop social
responsibility
 Develops critical-thinking problem-
solving skills
 (Parker & Altman Dautoff, 2007)
Framework: Kendal’s Reciprocity (1990)
 The exchange of both giving
and receiving between the
‘server’ and the group
‘being served.’
 help determine what is to be
learned... (pp. 21-22).
 Sharing and exchange of
ideas can lead to a level of
cultural understanding
 Theoretical framework
Byram’s Intercultural communicative competence (ICC)
This is Nihongo. Do you know
Japanese characters? Do you know?  “the ability to understand
Do you know? the language and behavior
of the community
 and explain it to members of
the home community and vice
versa.
 trains learners to be
‘diplomats’
Yes, I know. I know.
 Research design

 Descriptive research
 Using pretest-posttest method
 Methodology: Mixed methods
 Quantitative method
 survey

 Qualitative method
 Interview
 Focus-group discussion
 journals
You can put your conceptual-theoretical framework
here
 About the International Service Learning Project

 Otemae University (OU), Japan

 Voluntary, not graded, but credited
course
 Service learners (6 Japanese students)
 3-day study session about the objectives of
the program, Philippine culture
 The ISL Program
 Otemae Students
 Big Brother/Sister Namie teaches The Moon Princess or
 LikeLittle Teachers Kaguya Hime Monogatori
 Japanese arts, literature
 Waka, Song, dance
 Short story
2 weeks
 Integrated in the English
8 classes
 University of the Philippines Cebu High School:
Partner community—Curriculum based: Grade 8

 English : Basic English Communication Arts through Afro-Asian Lit

 Social Science: Asian History
 Research: Intercultural Communication

Competencies ISL Project Activities Assessment

Identify the distinguishing Momotaro Play Play
features found in short • perform collaborative discussion presentation
stories contributed by with service learners in planning rubrics
South and West Asian the play Culminating
writers (Japan) • discuss the elements of the plot activity
Competency: Use effective non- verbal communication
strategies: gestures and body movements, etc
Soran Bushi. This is
like our “Planting
Rice”, just faster.
 Competency: Identify notable literary genres
contributed by Japanese writers

Ohayo gozaimasu. These are

our original waka in
Japanese characters, words,
English language, and
Cebuano language
Competency: Deliver a manuscript/ oral speech with
ease and fluency before an audience
This is a localized manga of a
Palanca-Awardee Cebuano short
story, “Sapatos”
A Case Study on the Development of English Language Buddy
Program for a Japanese Student (Developed by Grade 8)
Leaders: Jhalen and Therese Baring, Grade 8

▪ Objective
▪ to design an English language
program for Japanese
students
▪ to assess the impact of the
program
ADDIE Instructional Design Model
in making the syllabus

▪ Analysis
▪ Design and Development
▪ Implementation
▪ Evaluation
 Analysis
▪ Service learning
▪ Japanese college students taught
Japanese culture and arts to Grade
8 students
▪ while we taught English
communication skills to the
Japanese
▪ during their 1 month stay

Masahiro Kurehara
 Analysis Stage
▪ Needs assessment
▪ Through face-to-face
interview
▪ online interview about
their purpose of studying
English and their interests
Design and Development
English Language Buddy (ELB) Program Syllabus
February to March 2017 at UP High School Cebu
(Made by Grade 8 Students)
Meetings Lessons Activities Assessment
Answers of the interview
1 Getting to Know Guided

Interview

2 /r/ and /l/ sounds Use of Repetition of drills

flash cards,
3 /s/ and /sh/ sounds Tongue Twisters
sample sentences

4-6 Other interactions: Tour

guiding, games,
conversations
Implementation: Namie Tsuji

Details

▪ 1 ½ hr to 2 hr
▪ Five UP High students: 1
Japanese buddy
▪ Lesson: The sounds /l/ and
/r/
▪ More activities
▪ Modelling
▪ Repetition
Implementation of There Baring Group:
Mizuki Arima
Details
▪ Lesson: The sounds /s/
and /sh/
▪ Tongue twisters
▪ Positive praises and
encouragement
Findings
 Is there a difference on the UP High School’s students intercultural
communicative competence after the ISL?

Pretest Posttest p-value Remarks

2.9833 (Agree) 1.2760 .00 Significant

(Strongly agree)
Data triangulation: Journals: Culture and Content

 “Learning about Japanese

Arts, language and culture
is so fun and I learned that
Filipino culture and
Japanese culture have a
vast difference and also
has slight similarities.”
Developed social skills and self-esteem
 “It increased my self-esteem
and also widened my
knowledge about Japanese
culture and also know some few
Japanese greetings formal or
informal. It also developed my
creativity.”
Developed speaking skills and content
 “I wasn’t that confident in
speaking English at first,
but after the program I
learned to trust myself
and be more comfortable
in speaking English.”
Qualitative method for the 6 Japanese students
 Interview in English among UP
High School students
 and in Japanese with their
teachers from Japan
 Survey
 Focus group discussion
 Evaluation of Hazel, Assessor

“I can say that with the help of the

ELB program, their pronunciation of
words improved a lot. Both of them
learned to speak the difficult words
with the span of 2 weeks. They also
improved their social and English
communication skills.”
Evaluation: Mizuki Arima

“I think my English Language

skills improved through this
project because I have many
chances to speak English. It is
not only my vocabulary skills
that improved but also my
English skills on how to speak in
class.”
 Evaluation: Namie--- Enjoyed learning

“The program went

well. I enjoyed it and at
the same time, learn
something. Everything is
fine with me."
Findings and Recommendations
 International service learning developed
 Intercultural communicative competence
 Respect of languages (Cebuano, English,
Japanese, Filipino) and diverse people
 Respect of culture

 Content learning
 Japanese arts and culture
 Recommendations
 Use ISL.
 Plan