After completing a broad range of compulsory courses in their first year, students at CIC gradually begin to focus on their areas of interest in their second year. This leads up to the development of their own expertise in the Advanced Seminar, which starts in their third year and culminates in their graduation thesis. In my classes, students take turns presenting and leading discussions on chapters and academic papers about English teaching and learning. The small class size facilitates active discussion. A mix of third-year, fourth-year, and international students ensures that diverse opinions from varying viewpoints are frequently raised.
The focus of my Advanced Seminar is on second language acquisition and English language education. My research revolves around the processes of acquiring foreign languages, and the methodologies of learning and teaching these languages. Some students join my seminar with an interest in teaching English after graduation. However, others are interested in language learning, leading to a wide variety of topics that engage student interest.

My research interests lie in second language acquisition, with a particular focus on the acquisition of English vocabulary, including both single words and multi-word items. Currently, numerous misconceptions exist about learning the English language. One prevalent belief is that focusing on a smaller set of words at a time aids in long-term retention. Contrarily, research indicates that the opposite may be more effective. For example, studying a larger block of words, such as 20 at a time, has been shown to lead to better retention compared to studying just five words in the same period. Additionally, contrary to the popular belief that “The earlier, the better” in language learning, research indicates that introducing English at a later stage (e.g., starting in Grade Six instead of Grade Four in elementary school) can sometimes yield positive long-term effects. Findings like these, which may appear counter-intuitive, add intrigue to the research field. Therefore, I encourage my students to challenge conventional wisdom. Those aspiring to become English teachers can directly apply the insights gained in my Advanced Seminar to their future careers. Moreover, the skills in reading academic papers, along with critical thinking and decision-making abilities, are invaluable assets for students pursuing careers outside of teaching.

I attended an integrated junior and senior high school with a focus on English education, and experienced study abroad and volunteer activities using English from a young age. I was aware of the difficulties of intercultural understanding and the importance of intercultural communication and decided to study at CIC out of a desire to learn about these in more depth. On enrolling, I found that many students had a high level of language ability and intercultural understanding, actively sharing their opinions and engaging in discussions on complex topics such as refugee issues. When I began taking the Advanced Seminar in my third year, I was unable to emulate the more senior students in asking questions or engaging in discussion, and I remember anxiously wondering how they were able to speak so well. However, my knowledge grew, and I became more comfortable with discussions as classes progressed so that with time I was able to speak my mind. Thanks to the relaxed setting, small class numbers, and the willingness of my teachers and fellow students to accept what I say without critique, my ability to speak up and communicate has improved.

The topic for my graduation research is “Examining the effectiveness of paired learning in English vocabulary learning.” Although we tend to think of learning vocabulary as a dull, mundane task, learning in pairs is said to be more effective and to increase motivation. When I studied in the United States for an extended period at Austin Peay State University, I had the opportunity to engage with local college students to teach each other our first languages, giving me various firsthand experiences, including of how enjoyable conversation can increase one’s vocabulary, and how episodic memory helps vocabulary to be retained. My professor has given me methodical instructions on how to introduce and apply previous research in my research and how to compile an academic paper. I am now actively working to incorporate the English learning methods my professor has shown me into my research. I have had my preconceptions overturned many times on being shown evidence that accepted theories regarding English learning are actually wrong, helping me to realize once again that relying on stereotypical thinking is not a good idea.