This document summarizes an action research project that explored implementing team-based learning (TBL) in large university classes in Japan. The study involved 56 students taking a culture-focused English course. Key findings from individual and team readiness assurance tests, reflective writing assignments, and peer assessments suggested that TBL had some benefits for learning outcomes, though designing and delivering TBL presented challenges in this context. The presentation concludes by discussing takeaways regarding keeping student groups consistent, mixed results on improved learning, and the viability of applications activities for TBL in large Japanese university classes.

1. ActionResearchReport
BRENT A. JONES - PRESENTED AT JALT PANSIG 2021
Fostering Engagement with Team-Based Learning
(TBL) in Larger Japanese University Classrooms
• Context (Program / Learners / Project)
• Current Study
• Findings
• Interpretations
Overview
Context
Hirao School of Management
• Undergraduate
• Economics & Business Admin
• Project-Based Learning (Core)
• Coordinated CLIL Program
KonanUniversity

2. FALL 2020
日本と国際社会
GlobalSociety
andJapanese
Identity
第１回 異文化を理解する
第２回 文化とは （その１）
第３回 文化とは （その２）
第４回 異文化適応
第５回 ゲスト・スピーカー、
第６回 違いに気づく
第７回 異文化の認識
第８回 差別を考える
第９回 世界の価値観
第１０回 異文化トレーニング
第１１回 異文化受容
第１２回 自分を知る
第１３回 非言語的コミュニケーション
第１４回 アサーティブコミュニケーション
第１５回 多文化共生社会の実現に向けて
WeeklyTopics
• Weekly readings (Out of Class)
• Weekly lectures (Out of Class)
• Readiness Assurance Tests (Individual & Group)
• Class Discussions & Activities (Application)
• Reflective Writing & Speaking
Structure

3. - surface vs. hidden culture
- main vs. subculture
- diversity
- acculturation
- intercultural understanding, communication & sensitivity
- stereotypes
- prejudice
- discrimination
- the culture map
- non-verbal communication
- assertive communication
Key Themes
Team-Based Learning
• strategically organized teams
• readiness assurance tests (RATs),
• applications
• peer assessment
CoreConcepts

4. CurrentStudy
• (1) How viable is a TBL approach for Japanese learners in larger
university courses, and
• (2) What are some of the challenges to designing and delivering a TBL
course in this context
• Individual and Team RAT Results (Quantitative)
• Reflexive Thematic Analysis of Reflective Writing (Qualitative)
CurrentStudy
Readiness Assurance Tests
(RATs) - Individual & Team

6. Applications
(1) Discussion/Critical Thinking - Discuss how the topics from weeks 1-3
are related to our other studies at CUBE. Specifically, why should students
in a management program learn about identity, global society, intercultural
communication, diversity, total culture vs. subculture, etc.?
(2) Application - After critically discussing the above topic, write a
collaborative short blurb for the CUBE Diary (https://konan-cube.com/
diary/) titled “Why we study culture at CUBE.” One person should write, but
every member should include their ideas. Write in Japanese first.
GLOBAL SOCIETY & JAPANESE IDENTITY
Reflective
Writing

7. Reflective Writing Assignment #1 (Due October 26) - Your first
reflective writing assignment involves writing about your cultural identity.
Based on what we have read and talked about so far, you will need to write
a 2-page essay (1000字 or 500 words). Save your paper as a Word
Document, upload to OneCloud, and share the link with me at
bjones@konan-u.ac.jp.
Advice - Start by completing the Total Culture/Subculture graph on
pg. 43 of the textbook. In addition to the various subcultures you are a
member of, you will also want to discuss other influences on your
identity. Think about your own identity, particularly your personality,
your interests, and your values. What are the sources of those aspects
of your identity? How have your family, friends, neighbors, country,
experiences influenced your identity? This is not an autobiography or
the story of your family’s history. Think of this paper as an
ethnography of a culture and its members in which you describe and
interpret the attributes and members’ behavior to those who are not
familiar with them. The twist is that the subject culture is your own,
and the attitudes, values, beliefs, and behavior you are examining are
your own.
You will be assessed on
Quality of thought - how deeply you reflect on your experiences and other
influences on your cultural identity
Connections to topics discussed so far - how well you link your story
with concepts/ideas from our reading and classroom discussion
Quality of writing - how well you organize and present your thoughts
(including format, spelling, grammar). Although I am much more interested
in the ideas than the language, you should make good use of spelling and
grammar check functions in Word or Google Docs.
Originality - This essay should be your own original work (plagiarism will
be dealt with harshly).
Peer Assessment

8. Each member’s peer evaluation score will be the average of the points
they receive from the other members of the team. DO NOT EVALUATE
YOURSELF. To complete the evaluation you should: (1) assign an average
of 10 points to the other members of your team, and (2) differentiate
some in your ratings; for example, you must give at least one score of 11 or
higher (maximum equals 15) and one score of 9 or lower.
Again, DO NOT EVALUATE YOURSELF.
In the space below please briefly describe your reasons for your
highest and lowest ratings. These comments — but not
information about who provided them — will be used to provide
feedback to students who would like to receive it.
Findings
RAT #
(Full Points)
Individual
Average
Individual
Median
Individual
Range
Team
Average
Team
Median
Team
Range
1 (100) 74.82 80 20 - 100 87.78 90 60 - 100
2 (100) 60.6 60 10 - 90 81.11 90 60 - 90
3 (100) 57.88 60 10 - 100 85.56 80 70 - 100
4 (100) 58.3 60 30 - 90 74.44 80 50 - 100
5 (100) 51.5 50 10 - 80 72 80 40 - 90
6 (100) 65.5 70 10 - 100 88 90 70 - 100
7 (150) 96.94 100 40 - 140 133.64 130 110 - 150
8 (150) 74.46 70 30 - 140 106.36 110 80 - 140
9 (150) 101.86 100 50 - 150 133 130 120 - 150
10 (150) 100.42 100 50 - 140 133 130 110 - 150
Table 1 - RAT Results

9. Team Low High Range
1 4.5 14 9.5
2 9.4 10.8 1.4
3 7.7 12.8 5.1
4 No data
5 8.0 13.5 5.5
6 4.5 13.3 8.9
7 8.8 11.0 2.2
8 7.0 12.8 5.8
9 8.8 12.0 3.2
10 7.5 12.0 4.5
Table 2 Range of Individual Scores from Peer Assessment #2
Theme # of items coded
Future Application of Course Content 34
Connecting to Personal Experience or News 31
Group or Team Work 30
Changing Opinions or Perspectives 25
Total 120
Table 3 Top Four Themes
RAT # (Full Points) Four Lowest Scores and Number of Respondents Total
1 (100) 20 = 1, 30 = 1, 40 = 4, 50 = 7 13
2 (100) 10 = 2, 20 = 1, 30 = 2, 40 = 9 14
3 (100) 10 = 2, 20 = 5, 30 = 3, 40 = 8 18
4 (100) 30 = 4, 40 = 1, 40 = 8, 50 = 11 24
5 (100) 10 = 1, 20 = 2, 30 = 6, 40 = 13 22
6 (100) 10 = 1, 20 = 1, 30 = 3, 40 = 0 5
7 (150) 40 = 1, 50 = 3, 60 = 3, 70 = 7 14
8 (150) 30 = 3, 40 = 9, 50 = 7, 60 = 7 26
9 (150) 50 = 2, 60 = 1, 70 = 2, 80 = 7 12
10 (150) 50 = 3, 60 = 1, 70 = 3, 80 = 5 12
Table 4 Four Lowest Scores and Number of Respondents
Interpretations

10. Team-Based Learning
• strategically organized teams of five
to seven students work together for
extended periods of time,
• individual and group versions of
readiness assurance tests (RATs),
• group tasks that draw on newly
acquired knowledge or skills
(Applications), and
• peer assessment of contributions to
the team’s success.
CoreConcepts
• (1) How viable is a TBL approach for Japanese learners in larger
university courses, and
• (2) What are some of the challenges to designing and delivering a TBL
course in this context
• Individual and Team RAT Results (Quantitative)
• Reflexive Thematic Analysis of Reflective Writing (Qualitative)
Interpretations
• Keeping the same groups throughout the semester (GOOD)
• Improved learning outcomes (SOMEWHAT)
• Applications (GOOD - Maybe)
TakeAways Slides&Paper
http://doi.org/10.14990/00003799

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Publishing.
References
• This presentation introduces an action research project conducted during the
2020 Fall semester that was aimed at exploring the benefits and challenges to
implementing a team-based learning approach in larger online and face-to-face
English classes at university in Japan. The participants in this study were a group
of fifty-six students enrolled in an elective culture-focused Content and Language
Integrated Learning (CLIL) course taught by the presenter. This interactive talk
starts with some contextual background, and goes on to outline the mixed-
methods research design before offering an overview of how the semester
unfolded. Findings and discussion are then provided to highlight key issues related
to using TBL in this context. Due to COVID-19, four out of the fifteen class
meetings were conducted synchronously on Zoom, and necessary adjustments
and lessons learned are also presented. It is hoped that this research might
further inspire language teachers in a range of contexts to experiment with team-
based learning and other active learning approaches in their language classes.
Abstract