This paper deals with the effect of grade entitlement on English programs in Japanese universities. For years, teachers and administrators have noted that even though Japan is one of the highest spending countries on ...This paper deals with the effect of grade entitlement on English programs in Japanese universities. For years, teachers and administrators have noted that even though Japan is one of the highest spending countries on English education, there has not been a commensurate increase in English ability. Most research to explain this disparity has thus far focused on methodology, class size and teacher qualifications. Recent research dealing with academic entitlement at US universities may offer an alternative explanation for some of the lack of success that Japanese universities have experienced. Ellen Greenberger, one of the author＇s of Self-entitled college students： Contributions of personality, parenting and motivational factors, which appeared in 2008 in The Journal of Youth and Adolescence claims that in recent years, the number of students appealing their grades and expecting to be rewarded for effort rather than results has increased. Greenberger＇s paper motivated this study. 200 Japanese students completed a survey that presented a number of grade scenarios. The students were asked, based on test grades and completed assignments, what grade a student should receive in each hypothetical situation. Similarly, full-time and part-time teachers were asked what grade they would give in each situation. This paper explains the different situations, students＇ and teachers＇ responses to the scenarios, and then discusses the implications for English education in Japan.展开更多
文摘This paper deals with the effect of grade entitlement on English programs in Japanese universities. For years, teachers and administrators have noted that even though Japan is one of the highest spending countries on English education, there has not been a commensurate increase in English ability. Most research to explain this disparity has thus far focused on methodology, class size and teacher qualifications. Recent research dealing with academic entitlement at US universities may offer an alternative explanation for some of the lack of success that Japanese universities have experienced. Ellen Greenberger, one of the author＇s of Self-entitled college students： Contributions of personality, parenting and motivational factors, which appeared in 2008 in The Journal of Youth and Adolescence claims that in recent years, the number of students appealing their grades and expecting to be rewarded for effort rather than results has increased. Greenberger＇s paper motivated this study. 200 Japanese students completed a survey that presented a number of grade scenarios. The students were asked, based on test grades and completed assignments, what grade a student should receive in each hypothetical situation. Similarly, full-time and part-time teachers were asked what grade they would give in each situation. This paper explains the different situations, students＇ and teachers＇ responses to the scenarios, and then discusses the implications for English education in Japan.
