論文 - 鷲見 克典
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Relationships between interest in Arab culture and subjective and objective Arabic language performance among Japanese university students 査読あり 国際誌
Katsunori Sumi, Akiko Sumi
Global Culture Review 16 ( 1 ) 69 - 88 2025年04月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Korea Association of Global Culture
Many learners of Arabic in Japanese universities have a firm interest in Arab culture, which could be a source of motivation for learning Arabic and might contribute to successful performance. However, the role of interest in Arab culture in Arabic language learning has not been sufficiently researched. The purpose of this study was to examine the relationships between interest in Arab culture, excluding the Arabic language, and subjective and objective performance in Arabic language learning among Japanese-speaking learners of Arabic.
The participants in the survey were 91 Japanese university students who participated in one of the short-term Arabic learning programs held in either 2015 or 2016. All the participants completed the 12-item Interest in Arab Culture Scale and the 3-item Subjective Arabic Learning Achievement Scale. Objective Arabic performance was assessed using a written examination and an oral examination administered by the programs.
Statistical analysis of the data yielded a modest and positive relationship between interest in Arab culture and subjective Arabic performance. There were no statistically significant relationships between interest in Arab culture and performances on written and oral examinations. Implications of the role of interest in Arab culture in Arabic language learning are discussed. -
Japanese translation and validation of the Short Grit Scale (Grit-S) 査読あり 国際誌
Katsunori Sumi
Psychology Applications & Developments X [peer reviewed publication] 2024年12月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：inScience Press
Grit has recently attracted the attention of researchers and practitioners. However, studies have reported inconsistent findings regarding its dimensionality and association with success outcomes. This study examined the reliability and construct validity of a new Japanese translation of the Short Grit Scale (Grit-S-J), a brief self-report measure of grit, in a sample of 276 Japanese college students (88 women, 188 men; mean age = 20.81 years, SD = 0.89). Exploratory and confirmatory factor analyses supported the two-factor structure comprising perseverance of effort and consistency of interests. The total Grit-S-J and its two subscales showed adequate internal consistency and 4-week test–retest reliability. Construct validity was supported by expected correlations with scores for personality traits (self-control, Big-Five personality traits, and vitality), hedonic and eudaimonic well-being, and mental health (psychological stress, depression, and anxiety). Meanwhile, discriminant validity of the Grit-S-J was suggested by partial correlations between scores on the Grit-S-J, well-being measures, and mental health measures, after controlling for scores for either self-control or conscientiousness. Overall, the findings preliminarily support the usefulness of the Grit-S-J in grit research in the Japanese population.
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アラブ文化への興味とアラビア語の学習動機づけが学習結果に及ぼす影響：非アラビア語専攻学生を対象とした検討 査読あり
鷲見克典, 鷲見朗子
外国語教育研究 ( 27 ) 2024年11月
担当区分：筆頭著者 記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：外国語教育学会
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A cross-cultural evaluation of Diener’s tripartite model of subjective well-being across 16 countries 査読あり 国際共著 国際誌
Jovanovic, V., Rudnev, M., Aryanto, C. B., Balgiu, B. A., Caudek, C., Datu, J. A. D., Guse, T., Kyriazos, T., Lambert, L., Mishra, K. K., Puente-Diaz, R., Rice, S. P. M., Singh, K., Sumi, K., Tong, K. K., Yaaquib, S. I., Yildirim, M., Kocjan, G. Z., & Zemojtel-Piotrowska, M.
Journal of Happiness Studies 25 82 2024年08月
記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Springer
Subjective well-being (SWB) is a multidimensional construct with three components (i.e., life satisfaction, positive affect, and negative affect) comprising the tripartite model. Yet, despite numerous studies in the field of SWB, the cross-cultural validity of the tripartite structure is still largely unknown. The present study evaluated competing models of SWB’s structure across 16 countries (N = 8860 undergraduate students; age range = 18–29 years; 63.6% female) and examined its measurement invariance using both exact and approximate approaches. The exploratory structural equation model (ESEM) of tripartite SWB that allowed small cross-loadings provided the best fit to the data in the majority of countries, and it demonstrated a high level of approximate invariance, which allows for a comparison of means across countries. A bifactor model with an omitted Positive Affect factor also fit well in all samples making the measurement of the general SWB possible; however, it was less robust for cross-cultural comparisons. The correlations between the three latent SWB factors were consistent across most countries, with a few meaningful exceptions. We conclude that ESEM model represents the tripartite structure of SWB robustly both within and across countries.
DOI： https://doi.org/10.1007/s10902-024-00781-4
その他リンク： https://link.springer.com/content/pdf/10.1007/s10902-024-00781-4.pdf
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Relationships between interest in Arabic culture and autonomy in motivation for learning Arabic among Arabic language majors in Japanese universities 査読あり 国際誌
Katsunori Sumi, Akiko Sumi
Global Culture Review 15 ( 1 ) 43 - 63 2024年04月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Korea Association of Global Culture
Interest in Arab culture is both a trigger and an impetus to learn Arabic for most students majoring in that language at Japanese universities. However, due to a lack of research on this topic, the relationship between interest in Arab culture and motivation to learn Arabic remains unclear. This study aimed to clarify the relationship between interest in Arab culture and autonomous in motivation to learn Arabic among Arabic majors in Japanese universities.
A questionnaire survey was administered to 174 Arabic majors from two Japanese universities (65.5% women). The participants completed the 12-item Interest in Arab Culture Scale and the 15-item Arabic Learning Motivation Questionnaire. Data from the survey were statistically analyzed.
The results of structural equation modeling showed a positive and statistically significant path coefficient from interest in Arab culture to autonomy in motivation, after controlling for sex and age, indicating that the hypothesized path model was supported. Despite some limitations, these results have implications for the role of interest in Arab culture in teaching and learning Arabic in Japan. -
アラビア語学習者におけるアラブ文化への興味とアラビア語学習動機づけの関係：大学生を対象とした自己決定理論に基づく検討 査読あり
鷲見克典，鷲見朗子
アラブ・イスラム研究 ( 21 ) 1 - 14 2023年08月
担当区分：筆頭著者 記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：関西アラブ研究会
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Relationship between interest in Arab culture and orientations toward Arabic language learning among Japanese university students 査読あり 国際誌
Katsunori Sumi & Akiko Sumi
Global Culture Review 14 ( 1 ) 1 - 21 2023年04月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌）
Interest in Arab culture is the reason starting and advancing the learning of the Arabic language for most students at Japanese universities. Orientation, which refers to the reason for learning a foreign language, has received considerable attention in the literature. The purpose of this study was to examine the relationships between interest in Arab culture and the five types of orientation toward learning Arabic (integrative, instrumental, friendship, travel, and knowledge orientation) among Arabic major and non-Arabic major students in Japanese universities.
The participants in the questionnaire survey were 571 Japanese university students comprising two major groups: 292 Arabic major students (70.2% women) and 279 non-Arabic major students (68.8% women). The questionnaire included the Interest in Arab Culture Scale and the Orientations toward Arabic Language Learning Scale.
The results of statistical analysis indicated that instrumental orientation was significantly higher for Arabic major students than that for non-Arabic major students, whereas the other orientation types and interest in Arab culture were not significantly differences between the two major groups. Additionally, interest in Arab culture was significantly and positively correlated with all types of orientation. There were no significant differences in the relationships between the major groups. -
Interest in Arab culture and motivation for learning Arabic: The influence of interest on autonomy in motivation among Japanese university students 査読あり 国際誌
Katsunori Sumi & Akiko Sumi
Global Culture Review 13 ( 1 ) 31 - 51 2022年04月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Korea Association of Global Culture
Most Japanese university students who start learning Arabic do so as they have a notable interest in Arab culture and tend to keep the interest. However, little is known about the relationship between the interest in Arab culture and the motivation to learn Arabic. The purpose of this study was to examine the influence of interest in Arab culture on autonomy in motivation to learn Arabic among university students learning Arabic in Japan, based on the self-determination theory.
A questionnaire study was conducted among 491 non-Arabic language major students, taking Arabic classes in Japanese universities (64.2% women). The participants completed the 12-item Interest in Arab Culture Scale and the 15-item Arabic Learning Motivation Questionnaire. The data obtained were statistically analyzed using structural equation modeling.
The results indicated that the path coefficient from interest in Arab culture to autonomy in motivation was positive and statistically significant after controlling for differences in sex and age. These results support the hypothesized path model which describes the influence of students’ interest in Arab culture on autonomy in motivation. Despite several limitations, the findings provide pragmatic suggestions for teaching and learning of Arabic in Japan. -
Measurement invariance of the Scale of Positive and Negative Experience (SPANE) across 13 countries 査読あり 国際共著 国際誌
Jovanovic, V., Joshanloo, M., Carbonell. M. M., Caudek, C. Espejo, B. Esquiva, I. C., Krasko, J., Kyriazos, T., Piotrowski, J., Rice, S. P. M., Silva, A., J., Singh, K., Sumi, K., Tong, K., K., Yildirim, M., & Zemojtel-Piotrowska, M.
Assessment 28 2021年06月
記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Sage
The Scale of Positive and Negative Experience (SPANE) is widely used to measure emotional experiences, but not much is known about its cross-cultural utility. The present study evaluated the measurement invariance of the SPANE across adult samples (total N = 12,635; age range = 18-85 years; 58.2% female) from 13 countries (China, Colombia, Germany, Greece, India, Italy, Japan, Poland, Portugal, Serbia, Spain, Turkey, and the United States). The original two-factor model of the SPANE provided an acceptable fit in most countries, except Colombia, Spain, and Turkey, in which adequate fit was achieved by adding correlated residuals. The weakest negative correlations between positive and negative affect were found in East and South Asian countries, whereas negative correlations were largest in Germany and Turkey. Configural and partial scalar invariance of the SPANE were supported. Three items capturing specific negative emotions (sad, afraid, and angry) were found to be culturally non-invariant. Our findings suggest that the SPANE’s positive emotion terms and general negative emotion terms (e.g., negative, unpleasant) might be more suitable for cross-cultural studies on emotions and well-being, whereas caution is needed when comparing countries using the SPANE’s specific negative emotion items.
DOI： 10.1177/10731911211021494
その他リンク： https://journals.sagepub.com/doi/abs/10.1177/10731911211021494
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Attention to and support of students' basic psychological needs among Arabic language teachers at Japanese universities 査読あり 国際誌
Katsunori Sumi & Akiko M. Sumi
Global Culture Review 12 ( 1 ) 79 - 95 2021年04月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Korea Association of Global Culture
Although scientific research on Arabic language teaching and learning in Japan is gradually emerging, there is still little knowledge about the characteristics of Arabic language teachers in Japanese universities that influence Arabic language teaching and learning. Based on self-determination theory, it can be assumed that the satisfaction of basic psychological needs (need satisfaction) can favorably affect self-determined motivation and learning outcomes in students. Therefore, it is crucial that teachers provide support for need satisfaction (need support) to their students. The present study aimed to examine the attention to and support of students' basic psychological needs (i.e., autonomy, competence, and relatedness) among Arabic language teachers at Japanese universities. A self-reported questionnaire was anonymously administered to 22 Arabic language teachers at Japanese universities. All the teachers were Japanese, and were not native Arabic speakers. The teachers were estimated to make up at least 30% of all the Arabic language teachers at Japanese universities. The results of the statistical analysis showed statistically significant differences in the teachers' attention to students' competence and the teachers' support of students' competence between scores for each measure and the midpoint of the scale. However, these differences were slight. In addition, there were positive correlations between scores for the teachers' attention to and support of the same basic psychological need. The results of this study will advance the knowledge on the characteristics of Arabic language teachers necessary for improving Arabic language teaching and learning in Japan.
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ウェルビーイングと社会的問題解決における相互影響性：大学生の短期縦断データを用いた検討 査読あり
鷲見克典
教育医学 66 ( 1 ) 37 - 46 2020年08月
担当区分：筆頭著者 記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：日本教育医学会
Well-being, which refers broadly to optimal psychological functioning and experience, has been generally conceptualized and operationalized from two perspectives: hedonism and eudaimonism. Social problem solving refers to the self-directed cognitive-behavioral process by which a person attempts to identify or discover effective and adaptive solutions for specific problems encountered in everyday life. Social problem-solving ability consists of two major components: problem orientation and problem-solving skills. Although it has been theoretically predicted that well-being and social problem-solving ability reciprocally influence each other, this reciprocal influence remains insufficiently examined. This study mainly examines the reciprocal influence through the application of a cross-lagged effects model using longitudinal data from college students. A total of 228 participants who were all college students (80 women, 148 men) completed questionnaires twice, four weeks apart. The questionnaires contained the Japanese versions of the following four scales: (1) the Satisfaction With Life Scale; (2) Scale of Positive and Negative Experience, which comprises the positive feelings scale and negative feelings scale; (3) the Flourishing Scale; and (4) the social problem-solving scale, which comprises the problem-solving self-efficacy scale and problem-solving skills scale. The cross-lagged effects models representing the hypothesized reciprocal influence were tested using structural equation modeling. The results support the hypothesis that life satisfaction or psychological flourishing and these two components of social problem-solving ability would reciprocally influence each other. In addition, there was reciprocal influence between the experience of positive feelings and problem-solving skills. Moreover, the experience of negative feelings influenced problem-solving skills, and problem-solving self-efficacy influenced the experience of negative feelings. There was no influence relationship between the experience of negative feelings and problem-solving self-efficacy. Implications of the findings, limitations of this study, and suggestions for future research are discussed.
DOI： https://doi.org/10.32311/jsehs.66.1_41
その他リンク： https://www.jstage.jst.go.jp/article/jsehs/66/1/66_41/_article/-char/ja/
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The effects of basic psychological need satisfaction on Arabic acquisition in a intensive Arabic camp in Japan 査読あり 国際誌
Akiko M. Sumi, & Katsunori Sumi
Global Culture Review 11 ( 1 ) 37 - 57 2020年03月
記述言語：英語 掲載種別：研究論文（学術雑誌）
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The Arabic Learning Motivation Questionnaire: Development of a New Japanese Measure Based on Self-Determination Theory 査読あり 国際誌
Katsunori Sumi & Akiko M. Sumi
Psychology 10 ( 16 ) 2209 - 2223 2019年12月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌）
DOI： 10.4236/psych.2019.1016140
その他リンク： https://www.scirp.org/pdf/psych_2019122711165730.pdf
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The Japanese translation of the Meaning in Life Questionnaire-Short Form: Reliability and construct validity 査読あり 国際誌
Katsunori Sumi
Psychology 10 ( 16 ) 2266 - 2276 2019年12月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌）
The purpose of this study was to evaluate the reliability and construct validity of a Japanese translation of the Meaning in Life Questionnaire – Short Form (MLQ-SF-J), a brief self-report measure of the presence of meaning in life. Data was collected from two samples of 382 Japanese college students (177 women, 205 men; mean age = 20.92 years, SD = 0.66) and 407 Japanese adult workers (196 women, 211 men; mean age = 38.83 years, SD = 9.88). Exploratory factor analysis clearly supported the expected one-factor structure of the MLQ-SF-J in both samples. The MLQ-SF-J was found to have good internal consistency reliabil-ity in both samples (αs = 0.80 and 0.86) and 4-week test–retest reliability in the student sample (r = .70). As expected, moderate correlations with hedonic well-being scores and high correlations with the eudaimonic well-being scores were generally found common to both samples. Correlations between scores on the MLQ-SF-J and purpose in life scale were also high as expected. The MLQ-SF-J was found to be a reliable and valid measure, useful in a large scale research on purpose in life in the Japanese population.
DOI： 10.4236/psych.2019.1016143
その他リンク： http://www.scirp.org/journal/PaperDownload.aspx?paperID=97473
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The Learning Effects of a Short-Term Intensive Arabic Camp: An Examination of the Satisfaction of Three Basic Psychological Needs Based on the Self-Determination Theory 査読あり 国際誌
Akiko M. Sumi & Katsunori Sumi
Global Culture Review 10 ( 1 ) 91 - 109 2019年03月
担当区分：責任著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Korea Association of Global Culture
The Arabic Intensive Camp in Rurikei (Camp) is an Arabic intensive program that was held for one week in 2015 and 2016, in Rurikei, which is in the suburbs of Kyoto, Japan. This intensive program was designed to increase participants' satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness) which can be applied for successful learning as defined within the self-determination theory. The purpose of this study is to examine how much the Camp satisfied the participants' basic psychological needs. The data were collected from a total of 95 participants in two Camps, who were mostly students in universities in Japan. All the participants answered open questions as to the basic psychological needs before and after the Camp. The results indicate that the needs satisfactions ratings during the Camp were statistically significantly higher (p < 0.01) than those before the Camp. A part of Pearson correlations between the rating scores were statistically significant. These results suggest that the support for the needs satisfaction within the Camp was appropriate; accordingly, in this sense, the purpose of the Camp was accomplished. The implications of the results and some hints to improve Arabic instruction in universities in Japan are discussed.
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社会的問題解決が学習動機づけに及ぼす効果：縦断データによる検討 査読あり
鷲見克典
教育医学 64 ( 3 ) 233 - 241 2019年02月
担当区分：筆頭著者 記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：日本教育医学会
Academic motivation, as well as social problem-solving, is significant for college students. However, the relationship between the two constructs has been given only a little attention. The main purpose of this study was to assess the effects of social problem-solving on academic motivation by using longitudinal data. In this study, academic motivation was assessed based on the self-determination theory. Participants were 362 college students (mean age 20.45 years). The participants completed questionnaires twice, at Time 1 and Time 2, with a four-week interval. The questionnaires contained two scales: (1) the Japanese versions of the social problem-solving scale, which is comprises the social problem-solving scale and problem-solving skills scale, and (2) the academic motivation scale, which assesses the five regulatory styles, which refer to the types of motivation based on the self-determination theory. Hierarchical regression analyses were performed to examine whether social problem-solving was related to academic motivation in Time 2, even after controlling for age, sex, grade, and academic motivation in Time 1. The results showed that social problem-solving was a significant predictor of all the regulatory styles and autonomy for academic motivation. Of the two subscales of the social problem-solving scale, the scores on the problem-solving self-efficacy scale were positively related to scores for intrinsic regulatory style and autonomy for academic motivation. In contrast, the scores on the problem-solving skills scale were negatively related to scores for amotivation and controlled motivation, and positively related to scores for autonomous motivation and autonomy for academic motivation. Implications for the influence of social problem-solving on autonomy for academic motivation are discussed and suggestions for future research are made.
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The Japanese translation of the Life Engagement Test: Reliability and construct validity in a college student population and a working adult population 査読あり 国際誌
Katsunori Sumi
International Journal of Psychology and Behavior Analysis 4 ( 1 ) 136 - 140 2018年01月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌）
The Life Engagement Test is a self-report measure of purpose in life. The purpose of the present study was to examine the reliability and construct validity of a Japanese translation of the Life Engagement Test (LET-J) in two samples of 409 Japanese college students (166 women, 263 men; mean age = 21.07 years, SD = 1.14) and 439 adult workers (232 women, 207 men; mean age = 39.79 years, SD = 11.23). The LET-J was found to have acceptable internal consistency reliability in both samples (αs = .82 to .86) and test–retest reliability in the student sample (r = .76). Exploratory factor analysis and subsequent confirmatory factor analysis supported the expected one-factor structure of the LET-J in both samples. The expected correlations with scores on the hedonic and eudaimonic well-being measures were generally found common to both samples, supporting the discriminant and convergent validity of the LET-J. The LET-J was shown to be a useful measure that will certainly contribute to research on purpose in life in the Japanese population.
DOI： 10.15344/2455-3867/2018/136
その他リンク： https://www.graphyonline.com/archives/archivedownload.php?pid=IJPBA-136
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Reliability and construct validity of the Gratitude Questionnaire 6-item Form (GQ-6) in a sample of Japanese college students 査読あり 国際誌
Katsunori Sumi
Journal of Positive Psychology and Wellbeing 1 ( 2 ) 73 - 84 2017年10月
担当区分：筆頭著者 記述言語：英語 掲載種別：研究論文（学術雑誌） 出版者・発行元：Journal of Positive Psychology and Wellbeing
This study examined the reliability and construct validity of the Japanese translation (GQ-6-J) of the Gratitude Questionnaire 6-item form (GQ-6) in a sample of 409 Japanese college students (166 women, 263 men; mean age = 20.6 years, SD = 1.36), who completed the questionnaire on two occasions separated by four weeks. Internal consistency reliability (αs = .92 and .92 for the two administrations, respectively) and test–retest reliability (r = .86) were good. Exploratory and confirmatory factor analyses on the GQ-6-J confirmed the same single factor structure as that of the original GQ-6. A confirmatory factor analysis revealed that the GQ-6-J is distinguishable from the measures of hedonic and eudaimonic well-being. As expected, the GQ-6-J scores were moderately correlated with scores on the measures of hedonic and eudaimonic well-being. Because these results provided support for the reliability and construct validity of the GQ-6-J, the measure is expected to contribute to research in the Japanese population as a suitable instrument to assess dispositional gratitude.
その他リンク： http://journalppw.com/index.php/JPPW/article/view/11/
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学習動機づけが後の学習結果に及ぼす効果：大学生を対象とした自己決定理論に基づく検討 査読あり
鷲見克典
教育医学 63 ( 2 ) 175 - 185 2017年10月
担当区分：筆頭著者 記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：日本教育医学会
Based on the self-determination theory, which is a framework for understanding motivation and adjustment, high self-determined motivation facilitates subsequent learning-related adjustment, which low self-determined motivation negatively affects learning-related adjustment. However, few studies have examined such effects of academic motivation in Japanese college students. The purpose of this study was to examine the effects by using longitudinal data.
In total 206 college students (90 women and 116 men), took part in two questionnaire sessions (Time 1 and Time 2) separated by four weeks. They completed the academic motivation scale at Time 1 and the learning-related adjustment measures at Time 1 and 2, which comprised the learning satisfaction, learning efforts, learning self-efficacy, learning self-actualization, and learning anxiety scales, and the Japanese version of the Rosenberg Self-Esteem Scale. All the measures were anonymously administered by a teacher after classes. The data were analyzed using a hierarchical multiple regression analysis.
The results showed that academic motivation had an effect on subsequent learning-related adjustment at Time 2, even after controlling for previous learning-related adjustment at Time 1. The effect seemed to be small on self-esteem as compared to that on other aspects of learning-related adjustment. There were negative and positive effects of amotivation and intrinsic motivation, respectively, on subsequent learning-related adjustment. Although extrinsic motivation exerted a significant effect on learning-related adjustment, of the regulation styles that constituted extrinsic motivation, external and introjected regulations had a negative effect, while identified regulation had a positive effect. Therefore, in most cases, controlled motivation and autonomous motivation had negative and positive effect on subsequent learning-related adjustment, respectively. The findings of this study supported the validity of the self-determination theory on its relationship to learning-related adjustment, and revealed that the dichotomy of controlled and autonomous motivation was more advantageous than that of extrinsic and intrinsic motivation. -
日本の高校と大学におけるアラビア語の教育と学習者 査読あり
鷲見朗子，鷲見克典
アラブ・イスラム研究 ( 14 ) 103 - 121 2016年07月
記述言語：日本語 掲載種別：研究論文（学術雑誌） 出版者・発行元：関西アラブ研究会
The purpose of this study is to examine the current conditions and distribution of Arabic instruction in Japan. Recently, a number of incidents related to Arab-Islamic regions have occurred, which have caught the attention of people around the world. Situations in the homelands of many Arabic speakers are changing momentously. Given these emerging circumstances, a comprehensive picture of the current state of Arabic instruction in Japan is required.
There are a small number of prior studies on universities that offer Arabic courses and their students. The results of this study indicate that Arabic instruction in Japan has been conducted chiefly within the sphere of higher education, although there are three high schools that offer Arabic courses. The number of universities that offered Arabic language courses in the 2014 academic year was 48 out of approximately 780 universities. All of these 48 offered Arabic as elective courses, and only two had an Arabic specialization program. Over the past decade, the number of universities has not changed much, but the number of Arabic courses offered in them has doubled. However, in about eighty percent of these courses, the students meet once per week for 90 minutes and for 15 weeks overall. The estimated number of students who took Arabic courses in the 2014 academic year was approximately 3700. The geographic distribution of the universities offering Arabic is inclined toward metropolitan areas, such as Tokyo. These results, taken in the context of the current global situation, indicate that Arabic instruction in Japan should be improved, both in quality and quantity. Also, further studies should be designed to observe developments, and to more fully investigate the merits and demerits relating to Arabic instruction in Japan. Comparisons with the state of Arabic instruction in other countries is suggested as a means of assessment and for making improvements.
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