Speaker
Description
Grounded in the L2 Motivational Self System and "Internationalization at Home" (IaH) principles, this study explores the motivational impact of short-term intercultural engagement. While long-term study abroad is well-researched, a significant research gap exists regarding whether brief, low-stakes classroom interventions can yield similar psychological benefits. This research involved 130 Japanese university EFL students and 95 international exchange students participating in a 100-minute unstructured language exchange. Data were collected via bilingual questionnaires and analyzed through independent thematic coding.
Findings revealed high satisfaction levels, with 100% of Japanese students reporting increased motivation to study English and pursue future study abroad. Key motivational drivers included heightened cultural reflection and awareness of communicative strengths. Although international students identified language barriers and age gaps as challenges, they valued the rare opportunity for interaction with domestic students. A significant highlight of the study is the participants' perception that enthusiasm and empathy were more critical to successful communication than linguistic proficiency. These results suggest that brief, scalable IaH initiatives effectively foster global engagement and learner agency, providing a viable model for institutions seeking to internationalize domestic curricula.
Biography
Michael Wilkins is an instructor at the Kwansei Gakuin University Language Center in Nishinomiya, Japan. He has been teaching in Japan for over 25 years. Originally from Victoria, British Columbia, Canada, he brings a diverse international perspective to his classroom. He holds a degree in Education from Temple University Japan, a background that deeply informs his pedagogical approach and understanding of cross-cultural learning environments.
His research focuses on speaking fluency, project-based learning, and intercultural exchange programs, areas that allow him to design dynamic, student-centered curricula. Dedicated to fostering high levels of student engagement, Michael actively integrates practical language acquisition strategies with global communication skills. Beyond his primary research interests, he is also highly involved in the broader language teaching community, collaborating on university initiatives and coordinating local educational programs including at International elementary school Saturday school programs. By combining rigorous academic research with hands-on teaching methodologies, Michael consistently works to enhance communicative competence and internationalization in higher education.
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