Media Studies, Mass Communication, Media Literacy, Media and Society, English as a Second Language, AI-Enhanced Language Learning, Self-Directed Learning, Critical Thinking
This course strengthens English language skills while exploring foundational knowledge in media studies, encompassing mass communication theory and the relationship between media and society. Students examine media theory and practice, with a focus on the instructor's areas of expertise.
Beyond improving English proficiency, the course equips students with foundational media knowledge in English. The ultimate goal is to foster the ability to access and discuss media-related information in English at an academic level.
This is not a passive lecture course. Students actively engage by reading, listening, speaking, and writing in English throughout each session. The course is designed for students who are comfortable with—and eager to participate in—these activities.
A distinctive feature of this course is an AI-powered English learning application independently developed by the instructor. This original application enables students to practice oral reading and pronunciation outside of class, receive immediate automated feedback on their speech through speech recognition technology, and obtain personalized improvement suggestions generated by AI. The instructor monitors each student's learning progress through a dedicated dashboard and provides individualized guidance as needed.
In TA-supported sessions, students have additional opportunities to actively communicate in English with both the TA and instructor, further developing practical English skills. If no TA is assigned, alternative interactive activities will be implemented.
By the end of this course, students will be able to:
1. Understand key issues and abstract concepts in media studies in English, the dominant language in the field.
2. Recognize the impact of media in everyday life and contemplate appropriate personal responses.
3. Grasp the significance and role of theoretical frameworks related to media in both real-world and academic contexts.
4. Lay the foundation for future research activities and learning in the humanities and social sciences through comprehensive study of major themes in media theory.
5. Define what media is in their own terms and understand the relationship between media and society, making informed decisions about how individuals should act accordingly.
6. Succinctly convey and share information in English, based on understanding content through spoken and written information in English.
7. Move beyond vocabulary learning focused only on translation to acquire vocabulary skills integrating auditory, semantic, and syntactic information, and to grasp grammar and usage applicable in practice.
8. Become a lifelong learner who can effectively utilize various tools for autonomous language practice and self-improvement.
Course content and scheduling may be adjusted based on enrollment, progress, and students' English proficiency. If students struggle with English communication, class activities may be modified accordingly. In TA-supported sessions, practical English activities such as discussions and Q&A with the TA and instructor will be included. Generative AI will also be used to facilitate more effective language acquisition.
Session 1: Course Orientation
- Overview of course structure, grading policies, and expectations
- Introduction to the instructor-developed AI learning application
- Initial assessment of student English proficiency
Sessions 2-4: Foundation Building
- Learning and practicing simple English expressions both inside and outside the classroom
- Training with digital tools for language learning
- Preparation for studying media theory in English
Session 5: Why Study Media?
- Introduction to the field of media studies
- The relevance of media literacy in contemporary society
Session 6: Preparation Session
- Building vocabulary and concepts for upcoming media theory content
Session 7: Key Theories in Mass Communication (1)
- Agenda-Setting Theory
- Spiral of Silence
- Hypodermic Needle Theory (Magic Bullet Theory)
Session 8: Preparation Session
- Review and consolidation of theories learned
- Vocabulary building for next content
Session 9: Key Theories in Mass Communication (2)
- Limited Effects Theory
- Two-Step Flow of Communication
Session 10: Preparation Session
- Critical analysis exercises
- Preparation for models of communication
Session 11: Models of Communication
- Propaganda Model (Herman & Chomsky)
- Encoding/Decoding Model (Stuart Hall)
- Other relevant communication models
Session 12: Preparation Session
- Application of models to contemporary media examples
Session 13: Global Media Perspectives
- Media Imperialism
- Globalization and Media
- Political Economy of Media
Session 14: Preparation Session
- Synthesis of course content
- Preparation for final session
Session 15: Concluding Perspectives
- Other media theories: Is the medium the message? (McLuhan)
- Reflection on the role of English and foreign language learning
- Course wrap-up and future directions
[REQUIRED UNIVERSITY TEXT - DO NOT MODIFY THE FOLLOWING PARAGRAPH]
Students will be expected to positively do preparation for and review of lesson material. Instructors will give a general explanation regarding preparations for the course at the beginning of the semester, and will also provide specific instructions as appropriate throughout the semester regarding preparation for individual classes. Students will also be expected to proactively establish their own goals and learning plans and to carry them out by themselves. If students do not prepare adequately, they may fail to master the content of the course and consequently there is a possibility that they will be unable to gain credit. Students are therefore strongly recommended to earnestly and systematically engage in preparation for classes.
[COURSE-SPECIFIC REQUIREMENTS]
In addition to the above university-wide expectations:
• Access the course-specific website/portfolio site before each session for detailed external assignments and descriptions of classroom activities. Ensure you understand the requirements beforehand.
• Submit all assignments to the instructor by the specified deadlines. Late submissions will not be accepted without prior arrangement.
• Document and share all non-submission external work with the instructor via the portfolio site for each session.
• Prepare for the vocabulary quiz at the beginning of each class. These quizzes are designed to build your academic vocabulary systematically.
• Practice and review both group and individual training exercises conducted in class.
• Engage regularly with the instructor-developed AI learning application for oral reading and pronunciation practice. Your usage and progress will be tracked, and personalized feedback will be provided. Consistent daily practice (even 10-15 minutes) is far more effective than occasional long sessions.
• For higher education accreditation standards, 1 credit assumes 45 hours of learning. This 2-credit course over 15 sessions presupposes an average of 6 hours of study per session. With approximately 1.5 hours of in-class time, students should anticipate 4.5 hours of preparation and review for each session. This is not an exaggeration—plan your schedule accordingly
・Attendance, Class Participation, and In-class Assignments: 35%
・Mini-reports for each class: 15%
・Portfolio/External Learning (including AI application usage and progress): 40%
・Others: 10%
備考
Note
No textbooks are required. We will utilize free teaching materials that take advantage of digital technology and generative AI, as well as a simple website dedicated to the course constructed by the instructor. The content of these sites and materials will be updated throughout the course progression, incorporating suggestions from students.
備考
Note
A course-specific website will be prepared. The use of the university's LMS for the portfolio site is also being considered, with details to be explained in the first session. Links will not be posted in the syllabus but will be prepared for access by the first class session.
・Students with English language proficiency at or above advanced-intermediate level (TOEFL-ITP score <500) may register for this course.
・The practical level required is approximately TOEFL-ITP 425 to just below 530, around the minimum threshold for U.S. community college admission.
・Every session is highly interactive. Active participation in English is expected, not passive attendance.
・If you have difficulties attending due to physical conditions, contact the instructor in advance.
・Bringing a laptop or tablet to class is mandatory (smartphones not recommended).
[IMPORTANT NOTICE]
This course has been substantially redesigned. The workload is demanding but rewarding. If you heard from seniors that this is an easy course, that information is outdated—the course has changed significantly. Consider your commitment carefully before enrolling.
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