LD30 Conference Presentation Handout

LD30 Conference

学習院大学目白キャンパス, 東京

October 21, 2023

 

Int'l Ss' growth through autonomous situated learning in TL socializing

 

Yoshifumi Fukada, Ed.D., Ph.D. (Toyo University, Japan) 

fukayo2@hotmail.com

Personal website: https://sites.google.com/site/yoshifumifukadahomepage/yoshifumi-fukadas-homepage?authuser=0

 

Table 1. Summary of the Dynamically Changing Social Environment in the Host Country (Elicited Codes) 

·    Up to now, the members of each ESL class I was assigned to have changed, but in the summer session, all the teacher and international students of all classes were the same. (Yuri) 1  

·    The socializing event I had participated in ended. (Yuri) 1  

·    I joined a local brass band for only a month and a half before going back to Japan (6 training sessions in total). (Miho) 1   

·    Relationships in which I feel comfortable change over time and they are not constant. (Aki) 1  

 

 


 

Table 2. English (TL)-mediated Social Practices the Research Participants Engaged in with Those Other International Students or Locals, Feeling Comfortable or Sense of Belonging 

1. Constructing TL-mediated affinity spaces in the accommodation 33:  

1-1 Socializing with the host family or other international / local students at my homestay 13 (consisting of the following 13 concrete codes of comments): 

1-1-1 Having conversations with the five members of my host family at home (Machiko) 1 

1-1-2 Discussing the latest news in the host country or other countries with my host family (Ren) 1 

1-1-3 Each of the five Korean international students, who I feel comfortable with, invited me to eat at home. (Chisato) 1

1-1-4 Chatting with my host family (Ren) / neighbors (Ryuuji) at dinner in my homestay 2 

1-1-5 Having dinner at my friend’s homestay (Ren, Chisato) 3  

1-1-6 Hanging out together at the homestay (Ryuuji) 1  

1-1-7 Watching a movie with my Spanish housemate, Marcos at home (Ryuuji) 2

1-1-8 Drinking alcohol together at the Chinese international student, Leon’s house (Ren) 1 

1-1-9 Smoking cigars with my host father in the smoking area at home (Ren) 1 

1-2 Socializing with other international and local students in the dormitory kitchen (Aki, Kenji) 20 (including the following 17 concrete codes of comments): 

1-2-1 When international students from other countries come in, our conversations naturally occur in English. (Aki) 1  

1-2-2 Consulting with Takada, who goes to another university, about research plans and seminars (Aki) 1 

1-2-3 Giving advice to a Thai international student, (York) about his romance (Aki) 1 

1-2-4 Having parties in the kitchen of the new dormitory (a building different from Aki’s dormitory) (Aki) 14 

2. Constructing English-mediated affinity spaces on the university campus (other than in the dormitories) 56: 

2-1 Socializing with local regular students working as CAs in ESL building (Miho) 5 (including the following 4 concrete codes of comments):  

2-1-1 Having lunch together with regular students (CAs) at university (Miho) 3 

2-1-2 I met 2-3 regular Orange University students working as CAs at the time when we often meet at university. (Miho) 1 

2-2 Socializing with other international students at a school cafeteria during the lunch break (Machiko, Chisato, Taku) 5 (consisting the following 5 concrete codes of comments): 

2-2-1 Greeting / speaking to Denis (a Chinese international student), Lola, and Lex (Korean international students), who were introduced by Taku, at the school cafeteria (Machiko) 1 

2-2-2 Having lunch with five Korean international students or Lillian (Korean) at a university cafeteria (Chisato) 2

2-2-3 Sharing what is popular in our own countries while having lunch with Chinese ESL classmates (Taku) 1

2-2-4 Playing cards with Chinese international students at lunch time (Taku) 1

2-3 Socializing in the Japanese-learning community on campus (Machiko) 19 (including the following 18 concrete codes of comments):  

2-3-1 Studying and using each other’s mother tongue (Japanese / English) (Machiko) 1

2-3-2 Teaching Japanese within the Japanese-learning community (Machiko) 1

2-3-3 Meeting the Japanese-learning community at the library during lunch break (Machiko) 1

2-3-4 Gathering and chatting in one corner of the university library (Machiko) 3

2-3-5 Speaking with the Japanese-learning community’s members at the university cafeteria (Machiko) 2

2-3-6 Local students who do not want to use English, the TL of international students (Machiko) 1 

2-3-7 Only Rita is learning Japanese (the other Japanese-learning community members can speak Japanese fluently). (Machiko) 1

2-3-8 Tokyo-san (Thom, a Chinese-American regular student) behaves like a Japanese person. (Machiko) 1 

2-3-9 The local student, Tokyo-san (Thom) did not want to speak English (Machiko) 2

2-3-10 Dilemma of not feeling like using Japanese but feeling comfortable in the community (Machiko) 1

2-3-11 Agency: Determining to leave the Japanese community to use English more (Machiko) 1

2-3-12 Belonging to another group at the same time where I can use English more (Machiko) 1

2-3-13 Being worried (about the opportunity to use English being somewhat limited) in the last two months of my SA, I belonged to another group. (Machiko) 1

2-3-14 Being separated from the Japanese community (Machiko) 1

2-4 Socializing with Brent, John, and Patrick at the International Café on campus (Aki) 1

2-5 Socializing with other ESL students at the reception area just outside the ESL classrooms (Aki) 4 (consisting of the following 4 concrete codes of comments): 

2-5-1 I cannot consult the members but feel comfortable and can enjoy talking with them. (Aki) 2

2-5-2 In the reception area, I can get connected with other ESL students in all the classes. (Aki) 2

2-6 Socializing in the smoking area of the university (Ren, Taku) 14 (comprising the following 14 concrete codes of comments): 

2-6-1 Smoking with local students, local residents, Chinese students (Leon, Alice) (Ren) / Kent, Yichen and Ryota and Hiroshi (Taku) 13

2-6-2 Even non-smokers come to the smoking area and talk together sometimes. (Ren) 1

2-7 Practicing sports together with local or other international students in the sports activities (Mondays = table tennis; Tuesdays = badminton) of White University (Kenji) 5 (including the following 2 concrete codes of comments): 

2-7-1 Practicing table tennis with a local student on Mondays 1

2-7-2 Practicing badminton with other international / local students on Tuesdays 1

2-8 Doing homework or studying together at university 3(Miho, Chisato) (consisting of the following 3 concrete codes of comments): 

2-8-1 After school, I do my homework with the 5 ESL students (Cherry, Annie, Yong, Mai, Sonoko) I often hang out with (Miho) 1 

2-8-2 Doing homework together drinking tea with Min-An, a classmate in the speaking and reading classes (Miho) 1  

2-8-3 Doing homework with Lillian, Kaori, and Namika at a building where we can study (Chisato) 1 

3. Constructing English-mediated affinity spaces off campus 52:  

3-1 Doing homework or studying together off campus (Taku) 2 (comprising the following 2 concrete code of comments):  

3-1-1 Studying for the final exams with Asad (a Saudi Arabian international student) for a couple of hours two or three times a week after school (Taku) 2　

3-2 Having parties (Machiko, Ren, Kenji, Chisato, Taku) 9 (consisting of the following 9 concrete codes of comments): 

3-2-1 Having parties with my host family (Machiko) 1

3-2-2 Having a party with Lola and Lex before returning to Japan (Machiko) 1　

3-2-3 Having drinking parties with Leon (a Chinese international student), Naomi (a Chinese international student), and Ryota at Leon’s house (Ren) 1　

3-2-4 Socializing with Naoto (a Japanese international student) only at parties (Kenji) 1　

3-2-5 Having parties at my friend’s homestay (Ren, Chisato) 3 

3-2-6 Having a Halloween party with two Koreans, one regular student, and two Japanese students, and playing games in which we can use English (Chisato) 1 

3-2-7 My host mother’s taking me to her grandfather’s birthday party (Taku) 1 

3-3 Meeting or hanging out together on weekends / holidays (Machiko, Chisato, Miho) 5 (consisting of the following 5 concrete codes of comments): 

3-3-1 Meeting people in the Japanese-learning community on weekends (Machiko) 1

3-3-2 The five Korean international students I get along with plan a day out for the holidays. (Chisato) 1 

3-3-3 I hung out with the five international students I get along with over the weekend. (Miho) 1 

3-3-4 Meeting Orange University regular students who work as CAs in the weekend activities every time (Miho) 2  

3-4 Going out to a town together (Miho, Machiko, Kenji, Yuri) 5 (consisting of the following 5 concrete codes of comments): 

3-4-1 Going downtown with a local Orange University student who works as a CA (Miho) 2　　

3-4-2 Going shopping with the Japanese-learning community members (Machiko) 1  

3-4-3 Going out or hanging out with a Chinese group from Mayumi’s group on weekends (e.g. London) (Kenji) 1  

3-4-4 Going out to a nearby town (Brighton) with the Korean housemate, Viola and other classmates (Yuri) 1 

3-5 Going to a shopping mall together (Taku, Yuri) 2 (consisting of the following 2 concrete codes of comments): 

3-5-1 Going to a shopping mall with Asad (Taku) 1 

3-5-2 Going to a shopping mall with Viola and other classmates (Yuri) 1 

3-6 Eating out / Having tea (Yuri, Miho, Machiko, Ren, Taku) 12 (consisting of the following 12 concrete codes of comments): 

3-6-1 Going to cafes with my ESL classmates (Yuri) 1  

3-6-2 Going to eat sushi with Faiza (an Iranian international student) who is interested in Japan (Miho) 1  

3-6-3 Playing games with the ESL classmate, Rebecca (a Vietnamese ESL classmate) at the Tapioca shop under the college (Machiko) 1 

3-6-4 Going to eat Korean food with Min-An (a Korean international student) (Miho) 1 

3-6-5 Visiting a café every weekend with Min-An (a Korean international student) (Miho) 1 

3-6-6 Going to eat or drink once a week with ESL classmates (the third month of his SA) (Ren) 1 

3-6-7 Going to eat Japanese food with the ESL classmate, Lola (Korean) and Chloe from Lola's homestay (migrated from Korea) (Taku) 1 

3-6-8 Going to dinner with Chinese international students I get along with every three days (Yuri) 1 

3-6-9 Interacting with my host mother’s cousin and the customers at a pub where the host mother’s cousin works (Yuri) 1 

3-6-10 Having dinner with my ESL classmates including Jihoo (Korean) at the pub on the university campus (Miho) 1 

3-6-11 Going out for a drink with my ESL classmates once a week (Ren) 2 

3-7 Going to a movie theatre with my host mother (Taku) 2 

3-8 Playing sports together / Watching sports together (Ryuuji, Taku, Machiko) 9 (consisting of the following 9 concrete codes of comments): 

3-8-1 Playing soccer with the Spanish housemate, Marcos and five local youths (16-17 years old) near my house (Ryuuji) 3 

3-8-2 Playing basketball and badminton with Kent (Taiwanese) after classes on Thursdays (Taku) 1

3-8-3 My watching Kent (Taiwanese) and local students’ playing 3 on 3 basketball (Taku) 1 

3-8-4 Playing soccer or basketball with Denis (a Chinese international student), Lola, Lex (Korean international students) (Machiko) 1 

3-8-5 Watching a baseball game with my host mother (Taku) 1 

3-8-6 Watching a basketball game (Worriers’ matches) with my host mother (Taku) 1 

3-8-7 Going to the pool with Asad (a Saudi Arabian international student) (Taku) 1 

3-9 Frequently going to the amusement park with Kyla and Alice (Chinese international students) on weekends (Ren) 1 　　

3-10 Going to the nearby park with Viola and other ESL classmates, buying ice cream at the supermarket (Yuri) 1 

3-11 Going to the sea with my host mother (Taku) 1 

3-12 Going on a picnic with my host mother (Taku) 1 

3-13 Traveling together / Sightseeing together (Miho, Machiko) 2

3-13-1 Traveling to Seattle with Min-An (a Korean international student) (Miho) 1 

3-13-2 My host family’s taking me sightseeing (Machiko) 1 

4. Constructing English-mediated affinity spaces on mobile phones or SNS 2:  

4-1 Frequently contacting Denis (a Chinese international student), Lola, Lex (Korean international students) by mobile phone (Machiko) 1 

4-2 Frequently interacting in English with Sota (a Japanese international student from the same Japanese university who was studying in Canada then) by LINE (Machiko) 1 

 

 


 

Table 3. Summary of Preventing Factors of TL-mediated Socializing in the Host Country (Elicited Codes)

1. Situational or environmental preventing factors of the host university or the ESL program[many of which may be further beyond the control of the international student him/herself] 55: 

1-1 Lack of socializing opportunities with local people or students 35 (which include the following 28 concrete codes of comments): 

1-1-1 Separation from local students (Kenji, Chisato, Aki, Ren, Machiko) 17 

1-1-2 No exchange programs such as field trips and extracurricular activities (Machiko) 5 

1-1-3 Lack of opportunities to interact with host families due to their business (Yuri, Taku) 2 

1-1-4 Lack of socializing opportunities with local people or people (even with international students) during summer vacation (Taku) 1 

1-1-5 Discrimination against Asians (Aki) 1

1-1-6 The first 1-2 months were hard and I was disappointed not knowing how I could socialize with locals. (Aki) 2  

1-2 Barriers to socializing with other international students 20 (which consist of the following 20 concrete codes of comments): 

1-2-1 Sudden separation from the international students I got along with in the following semester 4

1-2-2 The inevitability of talking to or socializing with Japanese students (students from the same country), which hindered socializing with other international students using English (Taku, Kenji, Aki) 4 

1-2-3 Lack of opportunities to interact with housemates on different schedules (Miho, Chisato) 4  

1-2-4 Early curfew set by the host family made it difficult for me to socialize with other international students. (Aki) 2  

1-2-5 Groups already established in the assigned ESL class (Machiko) 2 

1-2-6 A large number of international students from one country were consolidated in the class I was assigned to (Chisato) 2  

1-2-7 Most of the students were of the opposite sex in the assigned class. (Ren) 1 

1-2-8 Two members of the international student group are assigned to different classes. (Miho) 1

2. Other people’s (other international students’ or local students’) preventing factors [many of which may be further beyond the control of the international student him/herself] 36:  

2-1 Non-participation or passive class participation of other international students 15 

2-2 Busyness of other international students 10 

2-3 Other international students’ (local students’) family circumstances: Many international students had (difficult) family circumstances. 6 

2-4 Other international students’ shy personalities 4

2-5 Other international students’ unfamiliarity with Japan (his home country) (Ryuuji) 1 

3. The international students’ own preventing factors [many of which may be more within the control of the international student him/herself] 12:   

3-1 Passive socializing attitude or passiveness in socializing activities 3

3-2 My joining a group consisting of only Japanese international students (Aki) 4 

3-3 My lack of English ability (Chisato, Miho, Yuri) 2 

3-4 My busyness with ESL class assignments and the final exams because of my lack of English skills 3 

4. Relationally co-constructed preventing factors [some of which may be more within the control of the international student him/herself] 12:  

4-1 Being the target of “romantic interest” from other international students 9 

4-2 Difference in my English proficiency from that of other international students’ 3 

 

 


 

Table 4. Summary of Promoting Factors of International Students’ (TL-mediate) Social Networking with Other International Students from Different Countries As Well As with Local Students or People in the Host Country (Elicited Codes)

1. Situational or environmental promoting factors the host university or the ESL program [many of which may be further beyond the control of the international student him or herself] 74:  

1-1 The timing of enrollment in the ESL program was the same for the international students. (Taku, Miho, Machiko) 5 

1-2 The same class schedule with the international students: The starting time of ESL courses (morning or afternoon) is the same. (Chisato) 1 

1-3 Physical proximity to international students (Taku, Ryuuji, Kenji, Miho, Machiko, Yuri, Aki) 11:   

1-4 Situated as a minority national group in the ESL classroom (Taku, Machiko) 3 

1-5 Local students’ cultural assistant (CA) system in the ESL program (Miho) 8 

1-6 Socializing events organized by local universities, local organizations or local students (Chisato, Kenji, Miho, Aki, Yuri) 25  

1-7 Access to clubs / circles at the local university (Ren, Kenji, Chisato, Miho, Aki) 11 

1-8 An environment where people can connect with each other by SNS / Apps (Taku, Ryuuji, Ren, Chisato, Yuri, Aki) 10

2. Other people’s (other international students’ [from other countries] / local students' / local people's) promoting factors [many of which may be further beyond the control of the international student him/herself] 70:  

2-1 Local people’s desire to get along with Japanese students (Machiko) 1  

2-2 Invitations or approaches from other international students / local students / local people (Ryuuji, Ren, Kenji, Miho, Machiko, Aki, Yuri) 28

2-3 International students / local students / local people remember my name. (Ryuuji, Miho) 4 

2-4 The other person talks without hesitation (Criticizes my negative aspects). (Ren)2  

2-5 The other person offers conversation topics. (Ryuuji) 1  

2-6 The other person’s friendly character/personality (Kenji, Miho, Aki, Machiko) 5 

2-7 The other person’s attitude when trying to listen to one’s stories (Yuri, Chisato) 2 

2-8 The other person supports me and cares about me. (Ren, Miho, Machiko) 4  

2-9 The other person talks about unfamiliar topics, providing me with their background information. (Machiko) 1  

2-10 The other person accepts me without putting up a barrier. (Machiko) 1 

2-11 The other person’s attitude of trying to speak English and not hanging out with compatriots. (Chisato) 1 

2-12 Other international students’ becoming one’s NPRMs (Ryuuji, Ren, Taku, Miho, Chisato, Aki) 17  

2-13 Other Japanese students (whom I met in the Japanese university) as NPRMs (Ryuuji) 3 

3. The international students' own promoting factors [many of which may be more within the control of the international student him / herself] 54:  

3-1 Goals of my SA that I set in advance (Chisato) 1 

3-2 My desire to create memories at my study abroad destination (Kenji) 1  

3-3 Expectations for improving my English ability (Miho) 1 

3-4 My own thought patterns (Ryuuji, Chisato, Miho, Kenji, Yuri) 18 

3-5 My English abilities / Confidence in my own English skills (Kenji, Chisato, Miho) 4 

3-6 My immunity to foreigners (Ryuuji) 1   

3-7 My accepting other cultures: Feeling of abandoning my identity as Japanese (Ryuuji) 1 

3-8 My own activity / My approach to others (Yuri, Taku, Chisato) 19 

3-9 Not being shy and opening up to others (Ren) 1 

3-10 My agency of trying to make friends, which was cultivated through interacting with international student NPRMs (Ryuuji) 3  

3-11 My own attitude of cheerfully communicating with others (Kenji) 1  

3-12 My intention of keeping a distance from other students from the same Japanese university (Miho) 1  

3-13 One’s charm towards the opposite sex: I become attractive to the opposite sex. (Ren) 2  

4. Relationally co-constructed promoting factors [some of which may be more within the control of the international student him/herself] 180:  

4-1 Introductions from others (Taku, Ryuuji, Ren, Kenji, Chisato, Miho, Machiko, Aki, Yuri) 65 

4-1-1 Introductions from local people or students (Chisato, Ryuuji, Ren, Yuri, Taku) 10 

4-1-2 Introductions from other international students (Ryuuji, Miho, Machiko, Aki, Kenji, Taku, Chisato) 15 

4-1-3 Introductions from Japanese international students (Ryuuji, Machiko, Aki, Kenji, Chisato, Taku) 40 

4-2 Engaging in activities together 51:   

4-2-1 Joining in a local brass band (Miho) 17 

4-2-2 Joining in the Japanese-learning community (Chisato, Machiko) 4  

4-2-3 Working together on class activities and class tasks (Miho, Chisato) 6 

4-2-4 During the break time in the ESL program, I went out in the hallway and spent time with other international students (this is important in the UK). (Aki) 2  

4-2-5 Leaning English from the person (Taku, Ren, Miho) 3

4-2-6 Playing sports together (Taku, Machiko) 2  

4-2-7 Going out all together (Kenji) 3  

4-2-8 Activities with the host family (Taku) 3

4-2-9 Smoking together (Taku, Ren) 7

4-2-10 Open and loose relationships in the engaging activities 4  

4-3 Commonality / Similarity created in the relationship between me and other people 15 (consisting of the following 15 concrete codes of comments):  

4-3-1 Common hobbies / interests (Ren, Kenji) 3  

4-3-2 The same region of origin (Asia) (Ren, Chisato) 3  

4-3-3 Same sex as me (Yuri) 1 

4-3-4 Being the same age or close in age (Ryuuji, Miho) 2  

4-3-5 Our personalities are quite similar (We are both quiet). (Yuri) 1 

4-3-6 The ESL instructor met her husband at Tama Plaza station, which is close to my home. (Ren) 1  

4-3-7 Sharing my worries with a local student working as a CA (Miho) 1  

4-3-8 Both of us having high levels of awareness (Miho) 1  

4-3-9 Both of us sharing attitudes about speaking English as a common language (Machiko, Aki) 2  

4-4 Equal (power) relationship between me and the other person (Ryuuji, Ren) 7 

4-4-1 Atmosphere where age difference is not important (Ren) 2

4-4-2 Relationship in which we can teach each other (Chisato, Taku) 4 

4-5 A position where I can contribute another person 3

4-6 Possession of knowledge or skills which are valuable trans-bordering cultural capital 33 (consisting of the following 33 concrete codes of comments): 

4-6-1 Since I played soccer when I was in junior high school, I was able to socialize with my housemate and local people through playing soccer. (Ryuuji) 1 

4-6-2 The other people’s interest in my home country and its cultures / Mutual interest in each other’s home countries and their cultures (Miho, Taku, Ren, Kenji, Chisato, Yuri, Ryuuji, Miho) 32 

4-7 Romantic emotions: Being favored as a member of the opposite sex (Ren) 2  

4-8 Problems or conflicts with the interlocutors (Chisato, Taku, Ren) 4

 

 

Table 5  The Summary of Growth Gained from SA

Summary of growth gained from SA 164: 

1.Target language (English) abilities / skills 80:  

1-1 Confidence in the target language (English) (Taku, Ren, Kenji, Machiko, Miho) 19 

1-2 TL skills improved through my SA (Taku, Ryuuji, Kenji, Chisato, Miho, Machiko, Yuri) 36 (consisting of the following 36 concrete codes of comments):  

1-2-1 TOEIC score growth: TOEIC score before and after their SA 9  

1-2-2 Improvement in speaking skill: I became able to speak English actively without hesitation. (Taku, Kenji, Chisato, Miho, Machiko, Yuri) 15 

1-2-3 Improvement in listening skill (Kenji, Miho, Machiko) 7  

1-2-4 Improvement in four English skills (listening, speaking, writing, & reading) (Kenji) 1   

1-2-5 The skill to confirm what I do not know / understand while speaking English (Ryuuji) 2  

1-2-6 An ability to switch my English speech style depending on the people I speak to (improvement in my sociolinguistic skills) (Taku) 1    

1-2-7 Non-verbal communication skills (Ryuuji) 1  

1-3 Change in my awareness of English through SA (Ryuuji, Ren, Kenji, Miho, Machiko, Aki) 25 (consisting of the following 25 concrete codes of comments):   

1-3-1 I was able to recognize that I needed English (in my life and my future career) (Ryuuji, Kenji, Miho, Aki, Ren, Machiko) 12 

1-3-2 Becoming able to evaluate my own English abilities objectively: I became self-aware that my current English ability was insufficient. (Machiko) 2  

1-3-3 Recognizing that English communication can be achieved with ingenuity even if my English ability is insufficient (Ren, Aki) 3 

1-3-4 My thinking about what to teach when I become an English teacher in the future has changed. (Ren, Machiko) 8 

 

2. Personal development through SA 84: 

2-1 Strong agency (Ryuuji, Taku, Kenji, Chisato, Miho, Machiko, Aki, Yuri) 31 (consisting of the following 31 concrete codes of comments):  

2-1-1 Proactive behavior (Taku, Kenji, Chisato, Aki) 15 

2-1-2 Agentive communication skills (Taku, Ryuuji, Kenji, Chisato, Machiko, Aki, Yuri) 15  

2-1-3 Willingness to change myself (Ren) 1  

2-2 The spirit of challenge (Miho, Machiko) 4  

2-3 The ability to respond on the spot (Miho) 3 

2-4 Stress tolerance (Kenji) 1  

2-5 I was able to make my character positive and bright. (Yuri) 1  

2-6 I was able to recognize my strengths. (Yuri) 1  

2-7 Strengthening my learning motivation and investment (Ryuuji, Ren) 7 (including the following 5 concrete codes of comments):   

2-7-1 Interest in Spanish / Spanish learning motivation (Ryuuji) 1 

2-7-2 Taking a Korean class and studying the language after returning to Japan (Miho) 1  

2-7-3 Auditing English classes after returning to Japan (Ren) 1  

2-7-4 English conversations in the language lounge after returning to Japan (Ren) 1   

2-7-5 Strengthening the desire to become a teacher (Ren) 1   

2-8 Improvement in my attitude to life (Kenji) 1 

2-9 Empathy: Being able to think about other people’s feelings (Aki) 2   

2-10 Enhancing my interest in social issues (Aki) 6 (including the following 4 concrete codes of comments):  

2-10-1 Being able to recognize the importance of having interest in the domestic situation and politics and expressing my own opinions on those matters (Aki) 4 

2-11 Promoting my interest in and understanding of different cultures (Ryuuji, Ren, Kenji, Chisato, Aki, Yuri) 16 (comprising of the following 16 concrete codes of comments): 

2-11-1 Being able to make friends with people from various countries (Aki) 1  

2-11-2 Being able to know about other countries (Aki) 1  

2-11-3 Understanding the customs of SA destinations and the character of the local people (Chisato) 1   

2-11-4 My interest in different cultures increased. (Ren) 1  

2-11-5 Being able to accept without doubting a wide variety of cultures and behaviors different from my own (Ryuuji, Chisato, Aki, Yuri) 6  

2-11-6 Understanding different cultures / the comfort of relationships among people of different cultures (Kenji, Chisato) 1  

2-11-7 The false stereotypes of foreigners are gone. (Ren) 4 

2-11-8 By understanding different cultures, I became able to see my own (Japanese) cultures objectively. (Chisato) 1   

2-12 Acquisition of new values (Aki) 6 (including the following 5 concrete codes of comments):  

2-12-1 Gaining new awareness of developing countries (Aki) 5 

2-13 I have come to regard experiences and encounters during my short-term SA as valuable. (Ren, Chisato) 2