*The title is as of the time of writing.
Ibaraki Prefectural Sawa High School, English Teacher：Rika Yaguchi
After graduating from the School of Social and International Studies, College of International Studies at the University of Tsukuba, I enrolled in Subprogram in the English Language Education of the Graduate School of Business Science, Humanities and Social Sciences. Since my undergraduate major was far from English education, my master’s studies began from scratch. The two years were hectic and challenging due to my lack of specialized knowledge, but they were also incredibly fulfilling.
One of the most memorable experiences during these two years was presenting at a conference. My first conference was an international one in December of my first year. At that time, I had little understanding of what a conference entailed, let alone an international one. From data collection for my academic paper to analysis methods and presentation techniques, I received a lot of advice from my supervisor, seminar members, and my peers, which enabled me to accomplish my goal. I am truly grateful for the inspiration and mutual encouragement I received from my seminar and peers during the writing of my master’s thesis.
For my research project, I focused on learning behaviors in online learning environments and analyzed the internal and external factors influencing these behaviors based on actual learning data. At my current school, students also engage in online assignments, so the knowledge gained from my research often overlaps with practical applications. The knowledge and perspectives I gained from my master’s studies have been beneficial in my daily classes, material research, and assignment design. The curriculum of Subprogram in English Language Education is structured so that many classes are concentrated in the first year, allowing me to take courses related to my research and interests while working on my master’s thesis in the second year. Additionally, working as a part-time lecturer at a prefectural high school not only allowed me to apply what I learned in lectures and seminars but also proved valuable when working at my current school.
I believe that those currently researching in Subprogram in English Language Education or considering enrolling come from various backgrounds and are deepening their studies. Personally, I have gained a lot from my peers who have had completely different careers. The knowledge and connections made through research is lifelong treasures. I hope that everyone will have a fulfilling time in Subprogram in English Language Education.
Education and Research Information Database, Sophia University Lecturer: Kovalyova Angelina
How has your education and experience at our university contributed to your current career?
The PhD program in English Education at the University of Tsukuba provided an excellent preparation for the real-life challenges of research and academia. While being at the University of Tsukuba, I received an opportunity to conduct a research project with a tech company, and my academic advisor, Professor Hirai, was incredibly patient in guiding me through that project and taught me how research is conducted in professional environment. I felt lucky because I received real world experience even before I graduated.
Additionally, being able to use Japanese at seminars and the research room helped me improve my Japanese skills. For example, I started to understand levels of politeness in Japanese, which is very important in professional environment. I also learned about the concepts of sempai and kohai, which are nonexistent in my home culture in Ukraine.
Could you share any memorable experiences or stories from your time at the university?
Since my studies occurred during COVID-19, I spent much of my time studying from home, so my experience of the "kenkyuu shitsu" (research room) culture was limited to brief periods before and after the pandemic. However, during these moments, I was surprised how much fellow students support each other in the research room. Whether it was explaining a difficult concept or checking Japanese translation of the document or just chatting about the difficulties of student life, the students were always there to hear each other out.
I also appreciated the availability of my academic advisor. Once a months, we had long one-on-one meetings where the advisor guided me in my research. Sometimes research can feel lonely, but those meetings gave me a sense of purpose because I was able to discuss my research with all seriousness and felt that my research mattered. I felt excited about my work after every meeting.
Do you have any messages or advice for current and prospective students?
My advice to current and future students is to remember that three or four years in a program may seem long, but it goes by quickly. To prepare for a smooth transition into the workforce, consider your career goals early and start planning already in your 1st year. This proactive approach can greatly ease the path to professional life after completing your studies. In my case, I had to postpone my graduation by 6 months because I didn’t realize how quickly time goes by. I missed the first deadline for publishing my research results in a journal because this deadline was during my 2nd year, which seemed too far away from graduation. If I thought about my future from my 1st year, I would have had a smoother graduation and transition to professional career.