シラバス Syllabus

授業名 SEMINAR 4
Course Title SEMINAR 4
担当教員 Instructor Name Stuart Warrington
科目ナンバリングコード Course Numbering Code
授業形態 Class Type 演習 Practicum
授業形式 Class Format On Campus
単位 Credits 2
言語 Language EN
科目区分 Course Category 共通専門教育科目300系 / Specialized Subject 300
学位 Degree BSc
開講情報 Terms / Location 2021 UG Nisshin Fall
コード Couse Code NUC023_N21B

授業の概要　Course Overview

Mission Statementとの関係性 / Connection to our Mission Statement

In line with NUCB's mission statement, this English language seminar aims to educate and inspire students to become innovative and ethical leaders through the medium of English. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create and use knowledge in English for the advancement of business and society.

授業の目的（意義） / Importance of this course

This seminar is a continuation of the important relationship between the teacher and the students in terms of overall guidance and personal self-development toward graduation and transition into the working world.

*It is designed to provide students with practical skills for undertaking research and writing about it. It is an interactive seminar where students are expected to readily participate and contribute to the class.

*It is also a seminar where students are required to work well in teams and to share knowledge and ideas with each other. Each student is also required to complete all assignments related to the development of their graduation thesis.

学修到達目標 / Achievement Goal


The goal of this seminar is for students to gain a clear understanding of what a methodology is through their attempts to answer each of their research questions via method(s) and means of analysis used and justified, the data collection processes involved, and any research ethical issues to address (if the research involves human beings).

本授業の該当ラーニングゴール　Learning Goals

*本学の教育ミッションを具現化する形で設定されています。

LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識　Learning Outcomes


By the end of this semester, students should:

1. be better able to search for and find relevant resources (print and/or Internet) for undertaking research
on their thesis topic

2. understand the purpose and function of a Methodology section

3. have more knowledge about how to write a methodology section

4. gain writing experience through the drafting process of their Methodology section

5. write a tentative final version of their Methodology section (500+ words)

The overall aims of seminar are for the students to:

• Continue to develop their understanding of how to conduct basic research.

• Continue to expand their study, communication and writing skills.

• Continue to explore and develop their strengths and weaknesses in relation to work skills.

• Continue to develop their undergraduate thesis.

• Continue to foster their transferable skills as they relate to their desired future ambition.

• Continue to develop their organizational and goal setting skills.

SDGsとの関連性　Relevance to Sustainable Development Goals

Goal 4 質の高い教育をみんなに（Quality Education）

教育手法　Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 100 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 0 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

事前学修と事後学修の内容、レポート、課題に対するフィードバック方法　Pre- and Post-Course Learning, Report, Feedback methods

Like Seminars 1, 2, and 3, a learner-centred approach will once again be taken, making use of both individual and learner-centred group work designed to promote individual accountability and positive interdependence.

Feedback (formative and summative) will come in both verbal and written forms both inside and outside the class.

授業スケジュール　Course Schedule

第1日（Day1）

Students will be engaged in the following tasks over 14 weeks of class:

Introduction to the Methodology section:

*What is it?
*Why does one write it?
*How does one write it?
*Types of Research
*Choosing a Type of Research
*The Research Process
*Research Ethics


第2日（Day2）

Constructing an Outline of the Methodology Section

* Building a basic overview of the literature review
* Use of concept mapping software

第3日（Day3）

Focusing and diagramming the main points of the Methodology section

* writing for detail
* checking for cohesion between concepts

第4日（Day4）

Drafting and submission of initial draft

* iterative constructive and critical feedback given to students
* students address the feedback as they receive it



第5日（Day5）

Drafting and submission of subsequent draft

* iterative constructive and critical feedback given to students
* students address the feedback as they receive it



第6日（Day6）

Drafting and submission of subsequent draft

* iterative constructive and critical feedback given to students
* students address the feedback as they receive it


第7日（Day7）

Tentative final draft submission (500+ words)

成績評価方法　Evaluation Criteria

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
講師用内規準拠 Method of Assessment Weights
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 30 %
クラス貢献度合計 Class Contribution Total 30 %
予習レポート Preparation Report 40 %
小テスト Quizzes / Tests 0 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 0 %
最終レポート Final Report 30 %
期末試験 Final Exam 0 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

評価の留意事項　Notes on Evaluation Criteria

Participation = Evidence of active effort and responsible communicative engagement in the thesis writing process both inside and outside of class (e.g. individual meetings with instructor; e-mail correspondence) = 30%

Literature Review Drafts = Preparation report = 40%

Completion of Literature Review (1,500 words) = Final Report = 30%

使用ケース一覧　List of Cases

    ケースは使用しません。

配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials

  1. ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
  2. 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
  1. Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
  2. Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.

教科書　Textbook

  • N/A「N/A」N/A（N/A）

参考文献・資料　Additional Readings and Resource

There is no required textbook for this course. All materials will be supplied by the instructor. Moreover, students will be directed to resources that will help them complete the methodology section of their thesis.

授業調査に対するコメント　Comment on Course Evaluation

The evaluation of this course has been designed to ensure students recycle learning skills taught in Seminars 1, 2 and 3 so they have a better chance of completing the next stage of their graduate thesis.

担当教員のプロフィール　About the Instructor　


Stuart Warrington, Ed.D., has over 30 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in self-access learning and advising, learner autonomy and agency, ecological language learning, and the language learner ecologies. He also researches professionalism, professionalisation and continuing professional development in language learning advising and managing. Stuart holds a B.A. in Psychology (University of Manitoba, Canada), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary, Canada), a TESL Professional Certificate - Standard 3 Trainer (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences, does language teacher-training workshops abroad, and occasionally edits and reviews articles for peer-reviewed journals.

Refereed Articles

  • (2025) Enhancing EFL Teacher Participation in an Asynchronous Online Forum: Integrating the Delphi Technique with Emancipatory Participatory Action Research. Action Learning and Action Research Journal 31(2): ISSN Print: 1326-964X, Online: 2206-611X
  • (2024) Autonomous learning in Cambodia: A solution for problematic educational conditions?. Cambodian Journal of Educational Research 4(2): 3005-2149 (Online) / 3006-290X (Print)
  • (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
  • (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
  • (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762






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