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 2025 UG Nisshin Fall
コード Couse Code NUC048_N25B

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 course 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 knowledge in English for the advancement of business and society.

授業の目的（意義） / Importance of this course

This seminar marks the final stage in the important relationship between the teacher and the students in terms of overall guidance and personal self-development toward graduation and transition into the workplace.

• It is designed to provide students with the guidance, advice and time with respect to editing and amending parts of their thesis before approval and final submission. It is an interactive course where students are expected to participate and to contribute to the class and to seek guidance and advice from the instructor when necessary.

• Students are, as usual, required to work well in teams and to share knowledge and ideas with each other to assist the editing and amending process.

学修到達目標 / Achievement Goal


Students are to successfully amend parts of their thesis requiring improvement based on supervisor feedback and via self-evaluation using the Q-5 technique introduced in this seminar. By achieving these tasks, they will be able to submit their thesis as part of their graduation requirement.

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

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 able to understand the thesis writing process

2. understand the purpose of editing and amending a thesis

3. know how to identify, edit and amend problematic areas in a thesis

4. have successfully written amended drafts of parts of their thesis requiring improvement

5. have successfully written a tentative final version of their thesis for approval and subsequent submission
as a requirement for graduation

Overall Aims of Seminar 6 are for:

• students to continue to develop their understanding of how to conduct basic research.

• students to continue to expand their study, communication and writing skills.

• students to explore, identify and develop their strengths and weaknesses in relation to research and
study skills.

• students to fine tune (refine) their graduation thesis such that it meets the required criteria for
graduation.

• students to continue to develop and set organizational and editing/amending goals within the 14
week period.

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 5, 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）

Week 1: Introduction to Editing and Amending a Thesis (Purpose, Function and Differences and Q5
technique)



第2日（Day2）

Week 2: Introduction to Editing and Amending a Thesis (Purpose, Function and Differences and Q5
technique)

第3日（Day3）

Week 3: Introduction to Editing and Amending a Thesis (Purpose, Function and Differences and Q5
technique)

第4日（Day4）

Week 4: How to Explore and Identify Problematic Areas to Edit and Amend in One's Thesis (Q5
Technique continued)

第5日（Day5）

Week 5: How to Explore and Identify Problematic Areas to Edit and Amend in One's Thesis (Q5
Technique continued)

第6日（Day6）

Week 6: Making a Constructive Outline/List of Thesis Parts to Edit and Amend

第7日（Day7）

Week 7- 8: Making a Constructive Outline/List of Thesis Parts to Edit and Amend

Week 9 -11: Editing and Amendments of Thesis Parts and Submission for Checking

Week 12-13: Further Draft Editing and Amendments as Required

Week 14: Final Draft Submission of Thesis (4000 Words) for Final Approval

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 20 %
クラス貢献度合計 Class Contribution Total 20 %
予習レポート Preparation Report 30 %
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 50 %
期末試験 Final Exam 0 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

定期試験　Final Exam

なし（全てケース授業/Fully Case Method）

評価の留意事項　Notes on Evaluation Criteria

20% Participation (Class Contribution): Evidence of active effort and responsible communicative engagement in the final thesis writing process both in and outside of class (e.g. individual meetings with instructor; e-mail correspondence)

30% Draft Submission of Edited & Amended Parts of Thesis for Checking (Preparation Report)

50% Completion of Thesis (4000 words) (Final Report)

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「There is no required textbook for this seminar. All materials will be supplied by the instructor.」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 , 3, 4, and 5 so they have a better chance of completing the final 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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