Soyhan Egitim
Biographic Data
| ID | 4222644 |
|---|---|
| NAME | Soyhan Egitim |
| GIVEN NAMES | Soyhan |
| FAMILY NAME | Egitim |
| SIGNATURE | EGITIM S |
| AFFILIATIONS | Toyo University |
| ORCID | 0000-0001-8980-4563 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Promoting global competence through action-oriented approach
The present study employed a two-phase exploratory mixed methods design in English as a foreign language (EFL) classes at two private Japanese universities to gain a deeper understanding of students’ perceptions of AoA and its influence on their perceived global competence (GC) awareness. The qualitative data revealed that students developed enhanced intercultural adaptability, respect, and tolerance, and cross-cultural knowledge, while demonstra…
Does language teachers’ intercultural competence influence oral participation in EFL classrooms
The present two-phased sequential explanatory mixed methods study investigates the potential association between foreign language teachers' (FLTs) intercultural competence and Japanese students' oral participation through the perspectives of students. In Study 1, a survey questionnaire was administered to second-year advanced-level students at two Japanese universities (N = 115). The participants were asked about their learning styles and FLTs' t…
Exploring cultural disfluencies and negotiation strategies adopted by minority-group members in Japanese work settings
Purpose The present qualitative study explores minority-group members’ experiences working with majority-group members in Japanese work environments. Design/methodology/approach Semi-structured interviews were performed with 18 minority-group workers, who regularly engage in intercultural contact with Japanese workers. The interview questions sought to understand the challenges minority-group members experienced during their interactions with the…
Breaking the silence on sexual harassment
Language teacher's pedagogical transformation through a critical autoethnographic lens
The present critical autoethnography explores a language teacher's personal experiences of overcoming her resistance to change and transforming herself into an adaptive teacher through the practice of regular self-reflection. The subject of this study, Dar has been working in Japanese university English as a foreign language settings for over three decades. Dar had long identified as a language teacher with a strong sense of self-efficacy which h…
Intercultural experience facilitates majority-group acculturation through ethnocultural empathy
Challenges of adapting to organizational culture
Many universities in Japan have expanded their international faculty as part of their internationalization efforts. However, little is known about how the reform-driven expansion has influenced organizational culture and leadership practices. The present narrative case study aims to offer insights into international faculty members' personal accounts of their adaptation challenges and proposes ways to enhance their integration. Narrative intervie…
Do Japanese students lack critical thinking? Addressing the misconception
In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-…
Voices on Language Teacher Stereotypes
The present study explores foreign English teachers’ (FETs) personal experiences with stereotypes and their use of critical cultural competence (CCC) building activities in Japanese university English as a foreign language (EFL) classes. The data was obtained through open-ended interviews with Japanese university FETs from diverse ethnic and cultural backgrounds. Interpretative phenomenological analysis (IPA) was employed to capture the participa…
Intercultural experience facilitates majority-group acculturation through ethnocultural empathy
Exploring cultural disfluencies and negotiation strategies adopted by minority-group members in Japanese work settings
Purpose The present qualitative study explores minority-group members’ experiences working with majority-group members in Japanese work environments. Design/methodology/approach Semi-structured interviews were performed with 18 minority-group workers, who regularly engage in intercultural contact with Japanese workers. The interview questions sought to understand the challenges minority-group members experienced during their interactions with the…
Voices on Language Teacher Stereotypes
The present study explores foreign English teachers’ (FETs) personal experiences with stereotypes and their use of critical cultural competence (CCC) building activities in Japanese university English as a foreign language (EFL) classes. The data was obtained through open-ended interviews with Japanese university FETs from diverse ethnic and cultural backgrounds. Interpretative phenomenological analysis (IPA) was employed to capture the participa…
Challenges of adapting to organizational culture
Many universities in Japan have expanded their international faculty as part of their internationalization efforts. However, little is known about how the reform-driven expansion has influenced organizational culture and leadership practices. The present narrative case study aims to offer insights into international faculty members' personal accounts of their adaptation challenges and proposes ways to enhance their integration. Narrative intervie…
Do Japanese students lack critical thinking? Addressing the misconception
In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-…
Voices on Language Teacher Stereotypes
The present study explores foreign English teachers’ (FETs) personal experiences with stereotypes and their use of critical cultural competence (CCC) building activities in Japanese university English as a foreign language (EFL) classes. The data was obtained through open-ended interviews with Japanese university FETs from diverse ethnic and cultural backgrounds. Interpretative phenomenological analysis (IPA) was employed to capture the participa…
Language teacher's pedagogical transformation through a critical autoethnographic lens
The present critical autoethnography explores a language teacher's personal experiences of overcoming her resistance to change and transforming herself into an adaptive teacher through the practice of regular self-reflection. The subject of this study, Dar has been working in Japanese university English as a foreign language settings for over three decades. Dar had long identified as a language teacher with a strong sense of self-efficacy which h…
Intercultural experience facilitates majority-group acculturation through ethnocultural empathy
Does language teachers’ intercultural competence influence oral participation in EFL classrooms
The present two-phased sequential explanatory mixed methods study investigates the potential association between foreign language teachers' (FLTs) intercultural competence and Japanese students' oral participation through the perspectives of students. In Study 1, a survey questionnaire was administered to second-year advanced-level students at two Japanese universities (N = 115). The participants were asked about their learning styles and FLTs' t…
Exploring cultural disfluencies and negotiation strategies adopted by minority-group members in Japanese work settings
Purpose The present qualitative study explores minority-group members’ experiences working with majority-group members in Japanese work environments. Design/methodology/approach Semi-structured interviews were performed with 18 minority-group workers, who regularly engage in intercultural contact with Japanese workers. The interview questions sought to understand the challenges minority-group members experienced during their interactions with the…
Breaking the silence on sexual harassment
Promoting global competence through action-oriented approach
The present study employed a two-phase exploratory mixed methods design in English as a foreign language (EFL) classes at two private Japanese universities to gain a deeper understanding of students’ perceptions of AoA and its influence on their perceived global competence (GC) awareness. The qualitative data revealed that students developed enhanced intercultural adaptability, respect, and tolerance, and cross-cultural knowledge, while demonstra…
Pedagogy (7 works) · Psychology (7 works) · Social Psychology (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (5 works) · International Student and Expatriate Challenges (5 works) · Cultural competence (4 works) · Second Language Learning and Teaching (4 works) · Foreign language (3 works) · Gender Studies (3 works)