シラバス Syllabus

Course Title SEMINAR 3
担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC043_N23A
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 2023 UG Nisshin Spring

授業の概要 Course Overview

Misson 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 research, review and literary skills. 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.

到達目標 / Achievement Goal

The goal for this seminar is for students to update their knowledge in relation to their research question, update the reader's knowledge, and ideally identify a gap in the literature such to provide justification for researching and answering their chosen question.

本授業の該当ラーニングゴール Learning Goals


LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication

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 their research topic

2. Understand the purpose of a literature review

3. Have better knowledge on how to write a literature review

4. Have better knowledge about their topic and research question

5. Gain writing experience through repeated process drafts of their literature review

6. Write a tentative final version of their literature review (1,500 words)

The overall aims of seminar are for the students to:

• Continue to develop their understanding of how to conduct and review basic theory and research

• Continue to expand their study, communication and writing skills

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

• Continue to develop their critical thinking

• Continue to foster their transferable skills as they relate to their desired future goal post-graduation

• 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 Seminar 1 & 2, 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


Weeks 1-3: Introduction to the Literature Review:

* What is a Literature Review?
* Why do it?
* How do you do it?


Weeks 4-6: Introduction to Plagiarism

* What is it?
* Why do students do it?
* Why is it wrong?
* How to avoid it? - Paraphrasing and In-text citation
* Tasks to avoid plagiarism


Introduction to In-text Citation and Referencing Software

* APA 7th edition
* Citethisforme.com


Weeks 4-6: Constructive Outline of a Literature Review

* Use of concept-mapping software to construct a general overview


Weeks 7-9: Focusing and diagramming the main points of a Literature Review

* writing for detail
* checking for cohesion between concepts


Weeks 10-13: Initial and subsequent draft submission

* constructive and critical feedback given to students
* students attend to the feedback


Week 14: Tentative Final draft submission (1,500 words)

* students submit their literature review

成績評価方法 Evaluation Criteria

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 50 %
クラス貢献度合計 Class Contribution Total 50 %
予習レポート Preparation Report 50 %
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 0 %
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


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 literature review 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 and 2 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 20 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 professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (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 and occasionally edits and reviews articles for a few peer-reviewed journals.

Refereed Articles

  • (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
  • (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
  • (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter