start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=裏表紙・英文目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=奥付
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=209
end-page=226
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Teaching and Learning：Japanese and International Student Collaboration in the Classroom
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This practical report introduces three intercultural collaborative trial classes designed to integrate Japanese and international students in first-year EFL classes. Using a CLIL-informed approach, the classes promoted intercultural understanding through culturally grounded activities and small-group communication tasks. Reflection surveys from both Japanese and international participants revealed overall positive experiences, with international students expressing strong enjoyment and Japanese students highlighting both linguistic gains and communication challenges. Analysis indicates that interaction across diverse cultural and linguistic backgrounds fostered intercultural awareness while motivating Japanese learners to further develop their speaking skills. The findings support the value of collaborative, content-based activities for enhancing intercultural understanding.
en-copyright=
kn-copyright=

en-aut-name=PUSINAAlexis
en-aut-sei=PUSINA
en-aut-mei=Alexis
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=OTOSHIJunko
en-aut-sei=OTOSHI
en-aut-mei=Junko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=Institute for Promotion of Education and Campus Life, Okayama University

affil-num=2
en-affil=
kn-affil=Institute for Promotion of Education and Campus Life, Okayama University
en-keyword=collaborative learning
kn-keyword=collaborative learning
en-keyword=content and language integrated learning (CLIL)
kn-keyword=content and language integrated learning (CLIL)
en-keyword=intercultural understanding
kn-keyword=intercultural understanding
en-keyword=intercultural communication
kn-keyword=intercultural communication
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=195
end-page=208
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Examination of Accessible Outdoor Tourism Based on the Global Code of Ethics for Tourism：Practical Application of Outdoor Wheelchairs in World Natural Heritage Sites
kn-title=世界観光倫理憲章を踏まえたアクセシブルアウトドアツーリズムの検討 ―世界自然遺産地域でのアウトドア型車椅子を用いた実践を通じて―
en-subtitle=
kn-subtitle=
en-abstract=Promoting accessible outdoor tourism requires balancing conservation and protection with development. Therefore, this study aims to enable as many people as possible to participate in outdoor activities. This verification examines whether tours using outdoor wheelchairs can be conducted within World Natural Heritage sites. To achieve tourism that leaves no one behind, we believe the most reliable approach is to gradually expand the scope of accessible outdoor tourism through the accumulation of individual practices, even if progress is incremental.
kn-abstract=アクセシブルアウトドアツーリズムを進めていくためには，「保全・保護」と「開発」の両立が非常に重要な観点となる。そこで本実践では，一人でも多くの人がアウトドア活動に参加できることを目指し，世界自然遺産地域においてアウトドア型車椅子を用いたツアーが実現できるかどうかを検討することとした。「誰ひとり取り残さない観光」とは，世界観光倫理憲章でも標榜された目標であるが，このことを実現するためには，今回検討を行ったような一つ一つの実践を積み重ねることによって，少しずつであってもアクセシブルアウトドアツーリズムの可能範囲を広げていくことが，最も確実な取り組みなのではないかと考えている。
en-copyright=
kn-copyright=

en-aut-name=IKETANIKosuke
en-aut-sei=IKETANI
en-aut-mei=Kosuke
kn-aut-name=池谷航介
kn-aut-sei=池谷
kn-aut-mei=航介
aut-affil-num=1
ORCID=

en-aut-name=HARADAShin
en-aut-sei=HARADA
en-aut-mei=Shin
kn-aut-name=原田新
kn-aut-sei=原田
kn-aut-mei=新
aut-affil-num=2
ORCID=

en-aut-name=KUSUNOKIKeita
en-aut-sei=KUSUNOKI
en-aut-mei=Keita
kn-aut-name=楠敬太
kn-aut-sei=楠
kn-aut-mei=敬太
aut-affil-num=3
ORCID=

affil-num=1
en-affil=General Education and Global Studies Field, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=2
en-affil=General Education and Global Studies Field, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=3
en-affil=Institute of Student Support, Bukkyo University
kn-affil=佛教大学学生支援機構
en-keyword=観光
kn-keyword=観光
en-keyword=ユニバーサルツーリズム
kn-keyword=ユニバーサルツーリズム
en-keyword=アクセシビリティ
kn-keyword=アクセシビリティ
en-keyword=障害者支援
kn-keyword=障害者支援
en-keyword=アウトドア
kn-keyword=アウトドア
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=174
end-page=194
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Redesigning Writing Instruction through Peer?AI?Instructor Collaborative Triadic Feedback：Integrating AI in an Academic Writing Course
kn-title=ピア・AI・教員の三者協働フィードバックによるライティング授業の再設計 ―AI利用の実践報告−
en-subtitle=
kn-subtitle=
en-abstract=This paper presents the design of a triadic feedback model for an academic writing course that clarifies the role allocation and sequencing of feedback among peers, AI, and the instructor (student’s own draft → peer feedback → AI feedback（→ metacognitive reflection )→teacher feedback), and it describes its implementation and evaluation in 2024?2025. Post-course student surveys valued AI’s immediacy and capacity for elaboration, while also expressing concerns about dependence and limits to its effectiveness. Grade distributions showed a contraction of the lower-performing band after the introduction of the model, suggesting an overall uplift in learning outcomes. To counter misuse AI, explicit in-class instruction on constructive use, such as privileging diagnostic feedback over canned text and requiring metacognitive justification for accepting or rejecting AI suggestions, proved effective. We thus present the effectiveness and remaining challenges of a course design that leverages AI’s potential while keeping human judgment and ethics at its core.
kn-abstract=本稿は、アカデミック・ライティング授業におけるピア・AI・教員のそれぞれの役割と利用順序（自分→ピア→AI→（省察）→教員）を組み込んだ三者協働モデルを設計し、2024〜2025年度に実践した内容を報告する。授業後の学生アンケートでは、AIの即時性・精緻化が評価される一方、依存や有効性の限界に関する懸念も表明された。成績分布においては、AI導入後に下位層が縮小し、学習成果の底上げが示唆された。また、AI誤用や濫用を防ぐには、教室内で建設的な利用法の具体的な指導（例：例文より診断的フィードバックを重視、AI提案の採否理由のメタ記述）が効果的であった。これらの結果から、AIの利点を活かしつつ、学生の判断を中心に据えるライティング授業設計の有効性と課題を提示する。
en-copyright=
kn-copyright=

en-aut-name=UzukaMariko
en-aut-sei=Uzuka
en-aut-mei=Mariko
kn-aut-name=宇塚万里子
kn-aut-sei=宇塚
kn-aut-mei=万里子
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life
kn-affil=教育推進機構
en-keyword=生成 AI
kn-keyword=生成 AI
en-keyword=アカデミック・ライティング
kn-keyword=アカデミック・ライティング
en-keyword=ピア評価
kn-keyword=ピア評価
en-keyword=メタ認知
kn-keyword=メタ認知
en-keyword=AI リテラシー
kn-keyword=AI リテラシー
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=155
end-page=173
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=An Attempt at Extensive Reading in Chinese at the Pre-Intermediate Level
kn-title=大学における中国語多読の試み
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=　This study examines the implementation of the instruction for extensive reading in Chinese among 19 learners who completed one year of beginner-level Chinese studies comprising two 100-minute sessions per week. Regarding survey methods, a questionnaire using a five-point Likert scale and open-ended responses was utilized. The findings revealed that learners recognized extensive reading as an effective strategy for improving their reading comprehension and vocabulary. However, some challenges exist, including the lack of suitable books for extensive reading practices and difficulties in sustaining extensive reading habits.
en-copyright=
kn-copyright=

en-aut-name=ISHIITomomi
en-aut-sei=ISHII
en-aut-mei=Tomomi
kn-aut-name=石井友美
kn-aut-sei=石井
kn-aut-mei=友美
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=中国語多読
kn-keyword=中国語多読
en-keyword=準中級レベル
kn-keyword=準中級レベル
en-keyword=多読ルール
kn-keyword=多読ルール
en-keyword=読解力
kn-keyword=読解力
en-keyword=語彙力
kn-keyword=語彙力
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=145
end-page=154
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Chi no Tanken (Inquiries of Knowledge) meets Multicultural Collaborative Learning：Transforming a Japanese Online Course for Global Learners
kn-title=「知の探研」× 多文化共修 ―オンライン授業再構築の試み―
en-subtitle=
kn-subtitle=
en-abstract=Okayama University launched a new undergraduate curriculum in April 2025. As part of this reform, Chi no Tanken, a general education course required for incoming students, was introduced. This paper reports on the first-year implementation of the course, offered in English as Inquiries of Knowledge, for students in the Discovery Program for Global Learners, many of whom are international students. Reconstructing the on-demand online course from a multicultural collaborative learning perspective required more than simply translating the materials into English. It also necessitated developing pedagogical strategies to foster collaborative learning in the online environment and to integrate linguistic and cultural considerations.
kn-abstract=岡山大学では2025年4月入学生から新カリキュラムがスタートした。学士課程改革の一環として導入されたのが全学共通・課題探究科目「知の探研」である。本稿では，新入生対象科目である「知の探研」を，海外生を含むグローバル・ディスカバリー・プログラム生向けに英語で “Inquiries of Knowledge” として開講した初年度の取り組みを報告する。とりわけオンデマンド型オンライン授業を, 本学が推進する多文化共修の視点で再構築するにあたり，教材を単に英訳するのではなく, オンライン環境においても協働学習を実現する工夫や，言語的・文化的配慮の統合が不可欠であることを明らかにする。
en-copyright=
kn-copyright=

en-aut-name=YAMAMOTOYumiko
en-aut-sei=YAMAMOTO
en-aut-mei=Yumiko
kn-aut-name=山本由美子
kn-aut-sei=山本
kn-aut-mei=由美子
aut-affil-num=1
ORCID=

en-aut-name=NGUYENKha Manh
en-aut-sei=NGUYEN
en-aut-mei=Kha Manh
kn-aut-name=グエン?カ?マン
kn-aut-sei=グエン?
kn-aut-mei=カ?マン
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of General and Global Studies (GDP), Okayama University
kn-affil=岡山大学学術研究院 共通教育・グローバル領域（GDP）

affil-num=2
en-affil=Discovery Program for Global Learners, Okayama University
kn-affil=岡山大学グローバル・ディスカバリー・プログラム
en-keyword=多文化共修
kn-keyword=多文化共修
en-keyword=協働学習
kn-keyword=協働学習
en-keyword=探究型学習
kn-keyword=探究型学習
en-keyword=オンデマンド型オンライン授業
kn-keyword=オンデマンド型オンライン授業
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=129
end-page=144
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Learner Narratives Based on Faculty-Specific Interviews and Orientation Practices：An Attempt to Enhance Foreign Language Learning Motivation at University Entrance
kn-title=学部別インタビューによる学習者ナラティブとオリエンテーション実践 ―大学入学時における外国語学習動機づけ促進の試み―
en-subtitle=
kn-subtitle=
en-abstract=Okayama University has implemented a comprehensive reform of its English curriculum as part of Target2025, a university-wide initiative launched in response to the new Course of Study issued by MEXT. The reform fosters close collaboration between the English section and other faculties to support undergraduate English learning across the university. We interviewed role models−successful English learners recommended by their faculties−about how they learned English. We also shared messages of encouragement for new students, which were recorded and shown during the orientation for English courses. This paper reviews the interview and orientation process, as well as first-year students’ responses to a subsequent survey.
kn-abstract=岡山大学では新学習指導要領実施に合わせ、「学習者中心の学び」の実現を目指すTarget2025と呼ばれる方針のもと英語カリキュラムの改革を進めてきた。この改革では、英語系教員と各部局とが密に連携しながら、学士課程全体を通した英語学習を全学的に展開していくことに焦点を当てている。その取り組みの一環として、各部局から推薦を受けたロールモデルとの学部別インタビューを実施し、英語学習についての詳細を聴き取った。また、新入生への激励のメッセージ動画を作成し、英語授業オリエンテーションで上映した。本稿では、インタビューで得られたナラティブやオリエンテーション実施の経緯、また、オリエンテーション後に実施したアンケート結果について報告する。
en-copyright=
kn-copyright=

en-aut-name=YOSHIDAAzumi
en-aut-sei=YOSHIDA
en-aut-mei=Azumi
kn-aut-name=吉田安曇
kn-aut-sei=吉田
kn-aut-mei=安曇
aut-affil-num=1
ORCID=

en-aut-name=TERANISHIMasako
en-aut-sei=TERANISHI
en-aut-mei=Masako
kn-aut-name=寺西雅子
kn-aut-sei=寺西
kn-aut-mei=雅子
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=2
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=学部別インタビュー
kn-keyword=学部別インタビュー
en-keyword=学習者ナラティブ
kn-keyword=学習者ナラティブ
en-keyword=ロールモデル
kn-keyword=ロールモデル
en-keyword=オリエンテーション
kn-keyword=オリエンテーション
en-keyword=動機づけ
kn-keyword=動機づけ
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=120
end-page=128
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=From The Odyssey to The Zahir：The Evolution of Penelopeia Across Time and Tradition
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=The story of a man who leaves home and strives to return has become one of the most enduring narrative patterns in world literature and folklore. Across centuries and cultures, it has been retold in myths, epics, folktales, and modern fiction?the story of the homecoming hero who, after long absence and peril, finds his way back to the place and the person he once called his own. This study explores the persistence and transformation of this universal motif through a comparative reading of Homer’s The Odyssey and Paulo Coelho’s The Zahir. It examines the evolving image of the waiting wife?from Homer’s Penelopeia, emblem of chastity and endurance, to Coelho’s Esther, a modern woman of independence and choice. Despite differences in setting, voice, and moral vision, both works embody the same human longing: to return, to be recognized, and to rediscover love that endures time and change. Beneath their differences lies the same truth?the heart to which every journey, whether physical or spiritual, must ultimately return.
en-copyright=
kn-copyright=

en-aut-name=KHALMIRZAEVASaida
en-aut-sei=KHALMIRZAEVA
en-aut-mei=Saida
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Faculty of General Education and Global Studies, Okayama University
kn-affil=
en-keyword=Homer
kn-keyword=Homer
en-keyword=The Odyssey
kn-keyword=The Odyssey
en-keyword=Paulo Coelho
kn-keyword=Paulo Coelho
en-keyword=The Zahir
kn-keyword=The Zahir
en-keyword=Penelopeia
kn-keyword=Penelopeia
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=100
end-page=119
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Developing a Short-form Scale to Assess Learner Beliefs Regarding English Learning Strategies
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Questionnaire surveys are a prevalent method in applied linguistics for investigating complex constructs, such as learner beliefs. However, their complex nature often creates overly lengthy instruments, making them impractical for classroom use or for obtaining timely educational insights. This study aimed to develop a simplified, yet robust version of an existing learner belief scale to address these challenges. The authors carefully selected 24 belief-specific items from an initial pool of 78 items from a previous study for use in an online survey, which was completed by 246 participants. The data were subject to exploratory factor analysis. This process resulted in a concise 12-item scale, could offer a more practical tool for language educators.
en-copyright=
kn-copyright=

en-aut-name=MORITANIHiroshi
en-aut-sei=MORITANI
en-aut-mei=Hiroshi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=PUSINAAlexis
en-aut-sei=PUSINA
en-aut-mei=Alexis
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=

affil-num=2
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=
en-keyword=Questionnaire items
kn-keyword=Questionnaire items
en-keyword=Learner beliefs
kn-keyword=Learner beliefs
en-keyword=Language learning strategies
kn-keyword=Language learning strategies
en-keyword=Exploratory factor analysis
kn-keyword=Exploratory factor analysis
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=91
end-page=99
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=To What Extent are Parents of High School Students with Developmental Disabilities Aware of Support for Students with Disabilities at Universities?
kn-title=発達障害を有する高校生の保護者による障害学生支援の認知度
en-subtitle=
kn-subtitle=
en-abstract=　This study aimed to investigate how well parents of high school students with developmental disabilities are aware of support for students with disabilities and student counseling at universities, how they obtained information about these services, and what kind of information dissemination do you expect from universities when seeking information about these services. The results revealed that parents are not sufficiently informed about university student support services. Parents are requesting the holding of information sessions and consultation meetings regarding student support. Furthermore, It is necessary to actively disseminate information to high school teachers and further promote high school-university collaboration initiatives.
kn-abstract=　本研究では，発達障害を有する高校生の保護者が，「大学等における障害学生支援や学生相談をどの程度知っているか」，「大学等における障害学生支援や学生相談の情報をどのように入手したか」，「大学等における障害学生支援や学生相談の情報収集をする上で，大学等にどのような情報発信を期待するか」について調査を行った。その結果，まだ保護者に対し，十分に大学の学生支援の情報が行き届いていないこと，学生支援に関する情報発信を行う説明会や相談会を行うことが保護者から期待されていること，発達障害を有する高校生の高大移行を促進するために，高校の先生方に対する情報発信も精力的に行ったり，高大連携の取り組みをより行う必要があること等が見出された。
en-copyright=
kn-copyright=

en-aut-name=HARADAShin
en-aut-sei=HARADA
en-aut-mei=Shin
kn-aut-name=原田新
kn-aut-sei=原田
kn-aut-mei=新
aut-affil-num=1
ORCID=

en-aut-name=IketaniKosuke
en-aut-sei=Iketani
en-aut-mei=Kosuke
kn-aut-name=池谷航介
kn-aut-sei=池谷
kn-aut-mei=航介
aut-affil-num=2
ORCID=

en-aut-name=MATSUIMegumi
en-aut-sei=MATSUI
en-aut-mei=Megumi
kn-aut-name=松井めぐみ
kn-aut-sei=松井
kn-aut-mei=めぐみ
aut-affil-num=3
ORCID=

en-aut-name=MOCHIZUKINaoto
en-aut-sei=MOCHIZUKI
en-aut-mei=Naoto
kn-aut-name=望月直人
kn-aut-sei=望月
kn-aut-mei=直人
aut-affil-num=4
ORCID=

affil-num=1
en-affil=General Education and Global Studies Field, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=2
en-affil=General Education and Global Studies Field, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=3
en-affil=General Education and Global Studies Field, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=4
en-affil=Health and Counseling Center, The University of Osaka
kn-affil=大阪大学キャンパスライフ健康支援・相談センター
en-keyword=障害学生支援
kn-keyword=障害学生支援
en-keyword=発達障害を有する高校生の保護者
kn-keyword=発達障害を有する高校生の保護者
en-keyword=早期支援
kn-keyword=早期支援
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=74
end-page=90
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Reconsidering the Sources of the Modern Korean Reader Textbook Chodeung-sohak
kn-title=近代韓国の読本教科書『初等小学』の底本に関する再考
en-subtitle=
kn-subtitle=
en-abstract=　This study examines the Japanese Meiji-period reader textbooks that appear to have been consulted in the compilation of the Korean modern reader textbook Chodeung-sohak(1906). While reviewing prior research, this paper newly identifies two previously unnoted source textbooks: one published by Kink?d? in 1894 and another by Fuky?sya in 1893. The findings indicate that the Meiji-period reader most frequently referenced in Chodeung-sohak was Jinj? Kokugo Tokuhon published by Kink?d? in 1900. Overall, it can be concluded that Chodeung-sohak relied primarily on the comparatively recent elementary-level readers issued by Kink?d? and the Ministry of Education. 
kn-abstract=　本稿では、近代韓国の読本教科書『初等小学』（1906）の編纂において参照されたと思われる日本の明治期読本教科書について比較・考察を行った。まず、文部省編纂の検定『尋常小学読本』（1887）と第1期国定『尋常小学読本』（1903）、さらに金港堂出版の『尋常国語読本』（1900）及び『高等国語読本』（1900）との関連性について、先行研究の議論を再検討した。そのうえで、新たに金港堂の『新体読本 尋常小学用』（1894）と普及舎の『尋常小学新読本』（1893）の2種を底本として確認することができた。『初等小学』において最も多く参照された明治期読本教科書は金港堂の『尋常国語読本』（1900）であり、『初等小学』は、金港堂と文部省の比較的新しい尋常小学用読本教科書を優先的に参照したと思われる。
en-copyright=
kn-copyright=

en-aut-name=LEEAnkoo
en-aut-sei=LEE
en-aut-mei=Ankoo
kn-aut-name=李安九
kn-aut-sei=李
kn-aut-mei=安九
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=『初等小学』
kn-keyword=『初等小学』
en-keyword=近代韓国の読本教科書
kn-keyword=近代韓国の読本教科書
en-keyword=明治期読本教科書
kn-keyword=明治期読本教科書
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=57
end-page=73
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Criteria for Faculty Decision-Making Regarding the Acceptance of International Students：From the perspective of faculty who accept many international students
kn-title=留学生受け入れにおける教員の判断基準 ―多くの留学生を受け入れている教員の視点から―
en-subtitle=
kn-subtitle=
en-abstract=　The declining birth rate significantly impacts domestic universities' enrolment, creating high expectations for increased international student intake. Within postgraduate education, however, a divide exists between faculty members who are and aren't proactive in accepting them. This study used semi-structured interviews to clarify the criteria faculty members use when accepting international students. The findings showed that while terminology varied, faculty commonly considered both “character” and “ability”. Furthermore, faculty who viewed international admissions positively had either studied or conducted research abroad and/or gained positive experiences from supervising their first international students. These factors fostered positive impressions and led to more proactive acceptance.
kn-abstract=　少子化は国内大学の定員充足率に深刻な影響を与えることから、留学生の受入増に期待が寄せられている。しかし、大学院教育において留学生受入に前向きな教員と、消極的な教員が見受けられる。本研究では、より多くの留学生を受け入れている教員が、どのような判断基準で受け入れを決定しているのかを、半構造化インタビューを通じて明らかにすることを試みた。その結果、判断基準に関しては、教員により表現は異なるが「人物」と「能力」を確認していることが分かった。また、受け入れを前向きに考える教員は、留学・在外研究員経験や、初めて受け入れた留学生指導を通じて良い経験をしたこと等が、留学生に対するプラスの印象をつくり、積極的な受け入れにつながっていることが明らかになった。
en-copyright=
kn-copyright=

en-aut-name=INAMORITakao
en-aut-sei=INAMORI
en-aut-mei=Takao
kn-aut-name=稲森岳央
kn-aut-sei=稲森
kn-aut-mei=岳央
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Faculty of General and Global Studies, Okayama University
kn-affil=学術研究院共通教育・グローバル領域
en-keyword=日本留学
kn-keyword=日本留学
en-keyword=大学院
kn-keyword=大学院
en-keyword=留学生
kn-keyword=留学生
en-keyword=受入教員
kn-keyword=受入教員
en-keyword=判断基準
kn-keyword=判断基準
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=41
end-page=56
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Mediating Role of Self-Understanding in the Association Between Autistic Traits and Mental Health
kn-title=自閉スペクトラム症特性と精神的健康の関連：自己理解による媒介効果の検討
en-subtitle=
kn-subtitle=
en-abstract=　This study examined whether positive and negative dimensions of self-understanding mediate the association between autistic traits and mental health in the general population. Analyzing cross-sectional data from 604 non-clinical Japanese adults, we found that higher autistic traits were significantly associated with poorer mental health. This association was partially mediated by the positive dimension of self-understanding, whereas the negative dimension did not mediate. Exploratory analyses suggested that this protective effect may be more pronounced in women than in men. These findings identify positive self-understanding as an actionable target for support and underscore the value of gender-informed approaches.
kn-abstract= 本研究は、自閉スペクトラム症特性と精神的健康の関連において、自己理解がどのような役割を果たすかを明らかにすることを目的とした。日本の成人604名のデータを利用した二次分析の結果、自閉スペクトラム症特性の高さと精神的健康の悪化との間には関連が認められた。この関連は、自己理解の肯定的側面によって部分的に媒介されることが示された。特にこの自己理解の保護的な効果は、男性よりも女性においてより強い可能性が示唆された。一方で、自己理解の否定的側面は媒介効果を示さなかった。これらの結果から、自閉スペクトラム症特性を持つ人々への支援において、肯定的な自己理解を促進することが重要であり、性差を考慮したアプローチの必要性が示唆された。
en-copyright=
kn-copyright=

en-aut-name=NISHIMURAHiroki
en-aut-sei=NISHIMURA
en-aut-mei=Hiroki
kn-aut-name=西村大樹
kn-aut-sei=西村
kn-aut-mei=大樹
aut-affil-num=1
ORCID=

en-aut-name=UCHIDAAkihiro
en-aut-sei=UCHIDA
en-aut-mei=Akihiro
kn-aut-name=内田晃裕
kn-aut-sei=内田
kn-aut-mei=晃裕
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=2
en-affil=Okayama Psychiatric Medical Center
kn-affil=地方独立行政法人岡山県精神科医療センター
en-keyword=自閉スペクトラム症
kn-keyword=自閉スペクトラム症
en-keyword=メンタルヘルス
kn-keyword=メンタルヘルス
en-keyword=精神的健康
kn-keyword=精神的健康
en-keyword=自己理解
kn-keyword=自己理解
en-keyword=性差
kn-keyword=性差
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=31
end-page=40
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Study of Participant Interaction in Online Volunteer Japanese Language Classes：Toward the Advancement of Community-Based Japanese Language Education
kn-title=オンラインによるボランティア日本語教室における参加者間のインターアクションの分析 ―地域型日本語教育の実現に向けて―
en-subtitle=
kn-subtitle=
en-abstract=This study investigates interactional dynamics within an online volunteer-based Japanese language classroom, with the aim of contributing to the development of a community-based instructional model. Employing the FLint system, the research analyzes the speech patterns and instructional behaviors of both supporters and learners in classroom settings characterized by community-oriented features. The analysis yielded the following findings: (1) the mean number of utterances produced by supporters was greater than that of learners; and (2) the average amount of indirect behavior in supporters’ utterances by slightly exceeded that of direct behavior. In the interactive style, supporters were observed to actively employ subcategories of indirect behaviors?such as questioning, using ideas of learners, and repeating learner responses?in order to scaffold the learners’ process of verbalizing their intended messages. 
kn-abstract= 本研究では，地域型日本語教育のモデル構築に向け，地域型の特徴を有する教室内での支援者および参加者の発話や教授行動の傾向を明らかにすべく，外国語相互作用分析システムを用い，オンラインによるボランティア教室におけるインターアクションの分析を行った。分析の結果，（1）支援者の平均発話数が学習者より多いこと，（2）支援者の発話における間接的行動の割合が直接的行動よりもやや高いことが示された。「おしゃべり型の教育」では，学習者が伝えたいことを言語化していくプロセスの中で，間接的行動の下位分類の「質問」「学習者の意図の利用」「学習者の回答の繰り返し」等を支援者が積極的に使用し支援していることが分かった。
en-copyright=
kn-copyright=

en-aut-name=SUESHIGEMiwa
en-aut-sei=SUESHIGE
en-aut-mei=Miwa
kn-aut-name=末繁美和
kn-aut-sei=末繁
kn-aut-mei=美和
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=地域型日本語教育
kn-keyword=地域型日本語教育
en-keyword=おしゃべり型
kn-keyword=おしゃべり型
en-keyword=オンラインボランティア教室
kn-keyword=オンラインボランティア教室
en-keyword=F-システム
kn-keyword=F-システム
en-keyword=インターアクション
kn-keyword=インターアクション
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=12
end-page=30
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Clinical Psychologists’ Reflective Practice in Group Experiences
kn-title=心理臨床家同士のグループ体験における反省的実践
en-subtitle=
kn-subtitle=
en-abstract=　Reflective practice is crucial for psychological clinicians, who participate in it in diverse group formats. This study analyzed discussions among psychological clinicians using the KJ method to explore their experiences in both general colleague (Study 1) and continuous groups (Study 2). Four aspects were found to be crucial for psychological clinicians’ reflective practice in group experiences, including whether the experience leads to introspection. Furthermore, gaining such insights as awareness of one’s fundamental human sensations and desires or of the factors restricting one’s freedom was found to constitute meaningful reflective practice in continuous groups.
kn-abstract=　心理臨床家にとって反省的実践は重要であり，多様な形態のグループに参加をすることによって反省的実践を行っている。本研究では，全般的な心理臨床家同士のグループにおける体験（研究1）および継続的なグループにおける体験（研究2）を探索することを目的として，数名の心理臨床家による話し合いをKJ法を援用して分析した。その結果，心理臨床家同士のグループ体験における反省的実践には，【グループ体験が内省につながるかどうか】などの4つ側面が重要であることが示された。また，継続的なグループにおける体験では，《本来の人としての感覚や欲求》や《自分を不自由にしている要因》などの【会における気づき】が得られることが反省的実践として有意義であることが明らかになった。
en-copyright=
kn-copyright=

en-aut-name=KOBASHIRyosuke
en-aut-sei=KOBASHI
en-aut-mei=Ryosuke
kn-aut-name=小橋亮介
kn-aut-sei=小橋
kn-aut-mei=亮介
aut-affil-num=1
ORCID=

en-aut-name=TANAKAMasashi
en-aut-sei=TANAKA
en-aut-mei=Masashi
kn-aut-name=田中将司
kn-aut-sei=田中
kn-aut-mei=将司
aut-affil-num=2
ORCID=

en-aut-name=MURASERin
en-aut-sei=MURASE
en-aut-mei=Rin
kn-aut-name=村瀬凜
kn-aut-sei=村瀬
kn-aut-mei=凜
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=2
en-affil=Tokai University
kn-affil=東海大学

affil-num=3
en-affil=Graduate School of Education and Human Development, Nagoya University
kn-affil=名古屋大学大学院教育発達科学研究科
en-keyword=心理臨床家
kn-keyword=心理臨床家
en-keyword=グループ体験
kn-keyword=グループ体験
en-keyword=反省的実践
kn-keyword=反省的実践
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=1
end-page=11
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Exploring the Connection Between Sexual/Gender Fluidity and ADHD
kn-title=セクシュアリティのゆらぎと発達障害のADHDとの関連
en-subtitle=
kn-subtitle=
en-abstract=To explore the relationship between sexual/gender fluidity and ADHD, a longitudinal web-based survey was conducted with adults aged 18 and over. The first survey collected responses from 11,018 participants, and the second, one year later, from 5,474. Participants were divided into four groups based on changes in identification with various aspects of sexuality. A one-way ANOVA showed that, except for “demiromantic” and “demisexual,” most sexualities (excluding “heterosexual” and “gay”) were associated with significantly higher ADHD scores in those who shifted from identifying to not identifying. These findings suggest a potential association between sexual/gender fluidity and ADHD.
kn-abstract=　セクシュアリティのゆらぎと発達障害のADHDとの関連を明らかにするため，WEBによる縦断調査を行った。18歳以上の成人を対象とし，第1回目の調査は11,018人，1年後の第2回目の調査では5,474人から回答を得た。性自認，性的指向，性表現の様々なセクシュアリティについて，2回の調査での該当・非該当で4群に分け，ADHD得点について1要因の被験者間分散分析を行った。「デミロマンティック」「デミセクシュアル」以外で群の主効果が有意であり，「異性愛」「ゲイ」を除くセクシュアリティで，2回とも「非該当」群よりも「該当→非該当」群のADHD得点が有意に高かった。これによりセクシュアリティのゆらぎとADHDとの関連が示唆された。
en-copyright=
kn-copyright=

en-aut-name=MATSUIMegumi
en-aut-sei=MATSUI
en-aut-mei=Megumi
kn-aut-name=松井めぐみ
kn-aut-sei=松井
kn-aut-mei=めぐみ
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=セクシュアリティのゆらぎ
kn-keyword=セクシュアリティのゆらぎ
en-keyword=発達障害
kn-keyword=発達障害
en-keyword=ADHD
kn-keyword=ADHD
en-keyword=縦断調査
kn-keyword=縦断調査
END

start-ver=1.4
cd-journal=joma
no-vol=3
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=表紙・目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=裏表紙・英文目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=奥付
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=81
end-page=94
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Building a Task Bank to Enhance Task-Supported Language Teaching : Tailoring Task Difficulty to Match Proficiency Levels of Japanese Language Learners
kn-title=タスク支援型指導を支援するタスク・バンクの構築を目指して―日本語学習者の習熟度に合わせたタスクの難易度調整―
en-subtitle=
kn-subtitle=
en-abstract=This paper reports on the creation and practice of using tasks for task-supported language teaching (TSLT). While focusing on TSLT, in which tasks are incorporated into the existing curriculum as a supplement, the aim is to construct a task bank to support the transition from PPP (Presentation-Practice-Production) classes to TSLT. The results of the analysis on the changes in utterances during tasks with different levels of difficulty showed that (1) the number of utterances did not increase in proportion to the number of items (elements or information) included in the task, (2) tasks with more items and higher difficulty increased the range of expressions used by Japanese learners, and (3) the goal of the task presented in the role card made it possible to predict the intention of the utterance, leading to a tendency to tolerate inaccurate utterances.
kn-abstract=本稿では，タスク支援型指導（TSLT）用のタスクの作成およびタスクを用いた実践について報告する。既存のカリキュラムの中にタスクを補助的に取り入れるTSLTに着目し，PPP（Presentation-Practice-Production）授業からTSLTへの移行を支援するタスク・バンクの構築を目指し，初級日本語教科書のエクササイズをベースに，同じトピックで難易度の異なるタスクの作成を行った。難易度の違いによるタスク中の発話の変化を分析した結果，（1）発話数についてはタスクに含まれる項目数（要素や情報の数）の増加に比例して増えるわけではないこと，（2）項目数が多い難易度が高いタスクでは，日本語学習者の表現の使用幅が広がること，（3）タスクのゴールがロールカードにて提示されていることにより，発話意図の予測が可能になり，不正確な発話が許容される傾向があることが示された。
en-copyright=
kn-copyright=

en-aut-name=SUESHIGEMiwa
en-aut-sei=SUESHIGE
en-aut-mei=Miwa
kn-aut-name=末繁美和
kn-aut-sei=末繁
kn-aut-mei=美和
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=PPP
kn-keyword=PPP
en-keyword=TSLT
kn-keyword=TSLT
en-keyword=タスク
kn-keyword=タスク
en-keyword=項目数
kn-keyword=項目数
en-keyword=難易度調整
kn-keyword=難易度調整
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=71
end-page=80
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=KIBITANGO : Development and Implementation of an Academic English Vocabulary Learning Program
kn-title=きびたんご ―アカデミック英単語学習プログラムの開発と実践報告―
en-subtitle=
kn-subtitle=
en-abstract=At Okayama University, we have developed and provided a self-study material called "Kibitango" to help students improve their academic English vocabulary. The project began in 2019, with a focus on collecting frequently used words from academic journals, resulting in a list of 1,500 words. Each word comes with explanations by project members and examples of how it is used in academic papers. The material has been available to students since the 2022 academic year. Registered students receive one word per day via email and learn through the Kibitango website. The number of users has steadily increased. Today, however, several challenges have emerged, including the need to update the word list and improve the delivery method and system.
kn-abstract=岡山大学では学術英語の語彙力を伸ばすための自習教材として、「きびたんご」を開発し学生に提供している。2019年から開発のためのプロジェクトを開始し、学術雑誌から頻出単語を収集し1500語のリストを作成した。単語には意味・発音などの基礎情報以外に、プロジェクトメンバーによる解説や実際にどのように学術論文中に使用されているかの実例を付している。学生への提供は2022年度からで、登録した学生にメールで一日一単語配信し、専用ウェッブサイトで学習させるというシステムである。利用者も順調に増えている。開発開始から５年、提供から２年経過し、単語リストのアップデートや提供方法・システムの改善など課題も明らかになっている。
en-copyright=
kn-copyright=

en-aut-name=IGARASHIMasumi
en-aut-sei=IGARASHI
en-aut-mei=Masumi
kn-aut-name=五十嵐潤美
kn-aut-sei=五十嵐
kn-aut-mei=潤美
aut-affil-num=1
ORCID=

en-aut-name=OGINOMasaru
en-aut-sei=OGINO
en-aut-mei=Masaru
kn-aut-name=荻野勝
kn-aut-sei=荻野
kn-aut-mei=勝
aut-affil-num=2
ORCID=

en-aut-name=OTOSHIJunko
en-aut-sei=OTOSHI
en-aut-mei=Junko
kn-aut-name=大年順子
kn-aut-sei=大年
kn-aut-mei=順子
aut-affil-num=3
ORCID=

en-aut-name=TERANISHIMasako
en-aut-sei=TERANISHI
en-aut-mei=Masako
kn-aut-name=寺西雅子
kn-aut-sei=寺西
kn-aut-mei=雅子
aut-affil-num=4
ORCID=

en-aut-name=YOSHIDAAzumi
en-aut-sei=YOSHIDA
en-aut-mei=Azumi
kn-aut-name=吉田安曇
kn-aut-sei=吉田
kn-aut-mei=安曇
aut-affil-num=5
ORCID=

en-aut-name=KENMOTSUYoshi
en-aut-sei=KENMOTSU
en-aut-mei=Yoshi
kn-aut-name=剱持淑
kn-aut-sei=剱持
kn-aut-mei=淑
aut-affil-num=6
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=2
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=3
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=4
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=5
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=6
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=学術語彙
kn-keyword=学術語彙
en-keyword=英語語彙力
kn-keyword=英語語彙力
en-keyword=自習教材
kn-keyword=自習教材
en-keyword=教材開発
kn-keyword=教材開発
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=49
end-page=70
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Online Exchange Program between Sungkyunkwan University,Jilin University,and Okayama University : Practice Report
kn-title=成均館・吉林大学交流プログラム【オンライン】実践報告
en-subtitle=
kn-subtitle=
en-abstract=The Institute for Promotion of Education and Campus Life at Okayama University hosted 5th annual Sungkyunkwan University (South Korea) and Jilin University (China) Exchange Program online. This program convened Sungkyunkwan University students, Jilin University students, and Okayama University students to engage in discussion, exploration, and presentation of cultural topics. While participants used Japanese as their common language, they addressed and overcame communication challenges that arise due to language barriers and cultural differences. The current report explores the program’s significance for global citizenship education, program’s results, several issues encountered during its implementation, and actions to resolve those issues.
kn-abstract=岡山大学教育推進機構初修外国語系が毎年２月にオンラインで実施している「成均館・吉
林大学交流プログラム」は、日中韓三ヵ国の大学の学生が、日本語を共通言語として、複
数の文化・言語、学習言語と母語の違いなどを包摂した場で生じるコミュニケーション上
の問題を解決しながら、様々な話題のディスカッションやプレゼンテーションを行なう。
本実践報告は、このプログラムの趣旨と成果、また実践に当たっての様々な課題とそれに
対する取り組みについて報告し、コロナ後の国際交流の一つのモデルとなることを期待す
るものである。
en-copyright=
kn-copyright=

en-aut-name=FUJIWARAYuko
en-aut-sei=FUJIWARA
en-aut-mei=Yuko
kn-aut-name=藤原祐子
kn-aut-sei=藤原
kn-aut-mei=祐子
aut-affil-num=1
ORCID=

en-aut-name=AKITASetsuko
en-aut-sei=AKITA
en-aut-mei=Setsuko
kn-aut-name=秋田節子
kn-aut-sei=秋田
kn-aut-mei=節子
aut-affil-num=2
ORCID=

en-aut-name=ISHIITomomi
en-aut-sei=ISHII
en-aut-mei=Tomomi
kn-aut-name=石井友美
kn-aut-sei=石井
kn-aut-mei=友美
aut-affil-num=3
ORCID=

en-aut-name=SATOMiho
en-aut-sei=SATO
en-aut-mei=Miho
kn-aut-name=佐藤美穂
kn-aut-sei=佐藤
kn-aut-mei=美穂
aut-affil-num=4
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=2
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学非常勤講師

affil-num=3
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構

affil-num=4
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学非常勤講師
en-keyword=三国間交流
kn-keyword=三国間交流
en-keyword=異文化理解
kn-keyword=異文化理解
en-keyword=複言語・複文化主義
kn-keyword=複言語・複文化主義
en-keyword=インクルージョン
kn-keyword=インクルージョン
en-keyword=アクティブラーニング
kn-keyword=アクティブラーニング
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=33
end-page=48
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Old Stories, Original Retellings : The Heike-related Tales in the Repertory of the Blind Biwa Players of Kyushu
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=While higobiwa, the blind biwa players' tradition of Kyushu, is regarded as a historically distinctive genre, its evolution has been influenced by interactions with other storytelling traditions. It is evident that higobiwa borrowed stories from other genres and adapted them to its own distinctive narrative style. The findings of this research focused on the Heike-related tales reveal significant similarities between the tales of Ichi-no-Tani and Ko-Atsumori in the blind biwa players' tradition and Ko-Atsumori in the kojoruri tradition. These parallels suggest a shared narrative lineage between these two performance genres, prompting a reevaluation of our understanding of the transmission and evolution of oral narratives within the blind biwa players' tradition of Kyushu and shedding light on the dynamic nature and the interconnectedness of different performance traditions within Japan.
en-copyright=
kn-copyright=

en-aut-name=KHALMIRZAEVASaida
en-aut-sei=KHALMIRZAEVA
en-aut-mei=Saida
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute of Global Human Resource Development, Okayama University
kn-affil=
en-keyword=higobiwa
kn-keyword=higobiwa
en-keyword=the blind biwa players' tradition
kn-keyword=the blind biwa players' tradition
en-keyword=kojoruri
kn-keyword=kojoruri
en-keyword=Ichi-no-Tani
kn-keyword=Ichi-no-Tani
en-keyword=Ko-Atsumori
kn-keyword=Ko-Atsumori
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=13
end-page=32
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Research on Factors Promoting Study in Japan : Cases of International Students from South-East Asia
kn-title=日本への留学を促進する要因に関する研究　−東南アジアからの留学生を事例として−
en-subtitle=
kn-subtitle=
en-abstract=In this study, international students from Southeast Asia were asked, 'Why did you decide to study in Japan?' and the information was collected through semi-structured interviews. The results showed that (i) international students' image of Japan, (ii) parents' image of Japan, (iii) the availability of scholarships, (iv) affordable tuition fees and living costs, and (v) the existence of a community of people from the country of origin., were found to be important. It was assumed that some of this information and image is formed by the international students' (1) satisfaction with their study destination, (2) opportunities to interact with Japanese people, (3) ease of living in Japan, (4) Japanese language level, (5) understanding of Japanese culture, etc., and is reinforced through word of mouth and the internet. Therefore, supporting the creation of these environments will create a positive image of studying in Japan and increase the number of students from Southeast Asia.
kn-abstract=　本研究では、東南アジアから留学している留学生15人を対象として「なぜ日本に留学したのか？」、半構造化インタビューにより情報を収集した。その結果、(i) 留学生の日本に対するイメージ、(ii) 保護者の日本に対するイメージ、(iii) 奨学金の機会、(iv) 私費留学が可能な学費・生活費レベル、(v) 出身国コミュニティーの有無、が重要であることが分かった。これらの情報やイメージの一部は、(1) 留学先での満足度、(2) 日本人との交流機会、(3) 生活のしやすさ、(4) 留学生の日本語レベル、(5) 日本文化に対する理解等によって形成され、ロコミやインターネットを通じて強化されることが推測された。よって、上記の項目に着目し、留学生の満足度等を向上させるための環境づくりを支援していくことが、日本留学に対するプラスのイメージを作り、東南アジアからの留学生増につながっていくと考えられた。
en-copyright=
kn-copyright=

en-aut-name=INAMORITakao
en-aut-sei=INAMORI
en-aut-mei=Takao
kn-aut-name=稲森岳央
kn-aut-sei=稲森
kn-aut-mei=岳央
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute of Global Human Resource Development, Okayama University
kn-affil=岡山大学グローバル人材育成院
en-keyword=日本留学
kn-keyword=日本留学
en-keyword=留学生
kn-keyword=留学生
en-keyword=東南アジア
kn-keyword=東南アジア
en-keyword=ASEAN
kn-keyword=ASEAN
en-keyword=促進要因
kn-keyword=促進要因
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=1
end-page=12
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Relationship between Sexual Minorities and Attention Deficit Hyperactivity Disorder (ADHD)
kn-title=セクシュアルマイノリティと発達障害のADHD特性との関連
en-subtitle=
kn-subtitle=
en-abstract=To reveal the association between various sexual minority groups and the developmental disorder (ADHD), a web-based survey was conducted. Adults aged 18 years and over were surveyed and 11018 people (mean age 39.47 years) responded. The Adult ADHD Self-Rating Scale was used. For each sexual minority, a t-test was performed for ADHD scores and subscale scores of “inattention,” “hyperactivity,” and “impulsivity,” and a x2 test was performed for the number of persons above the cut-off. All sexual minority groups had significantly higher ADHD and subscale scores and significantly more people above the cut-off scores, so the close association was evident. There was no significant difference in ADHD scores or numbers of persons between transwomen and transmen.
kn-abstract=　様々なセクシュアルマイノリティと発達障害のADHD（Attention Deficit Hyperactivity
Disorder）との関連を明らかにするため， WEB調査を行った。18歳以上の成人を対象とし，11,018人（平均年39.47歳）から回答を得た。ADHDを測る質問紙は「成人期ADHD検査（A-ADHD）」を使用した。セクシュアルマイノリティごとに， ADHD得点と下位尺度「不注意」「多動性」「衝動性」得点についてt検定，カットオフ54点以上の人数についてx2検定を行った。全てのセクシュアルマイノリティで有意にADHDと下位尺度得点が高く，カットオフ得点以上の人数も有意に多かった。なおトランスウーマンとトランスマンでADHD得点や人数に有意な差は見られなかった。以上から，セクシュアルマイノリティとADHDは密接に関係している事が明らかとなった。
en-copyright=
kn-copyright=

en-aut-name=MATSUIMegumi
en-aut-sei=MATSUI
en-aut-mei=Megumi
kn-aut-name=松井めぐみ
kn-aut-sei=松井
kn-aut-mei=めぐみ
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Institute for Promotion of Education and Campus Life, Okayama University
kn-affil=岡山大学教育推進機構
en-keyword=セクシュアルマイノリティ
kn-keyword=セクシュアルマイノリティ
en-keyword=発達障害
kn-keyword=発達障害
en-keyword=ADHD
kn-keyword=ADHD
en-keyword=注意欠如・多動症
kn-keyword=注意欠如・多動症
END

start-ver=1.4
cd-journal=joma
no-vol=2
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250314
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=表紙・目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END