Abstract:

A Japanese university faculty assembly report in 2019 suggested that a major chunk of the graduating computer science (CS) students face some kind of difficulty with job search activities, including many who are not able to get job interviews at all. The reasons could be marginally the students’ transfer skills (including technical skills), but the larger problem, as identified by the university administration could be the lack of human communication skills.

The potential solution to the problem lies in soft-skills development that is of supreme importance in the 21st-century job market. More companies in Japan now hold interviews for candidates in English. A professional communication (PC)-based English language curriculum in a CS context could potentially activate the learner’s linguistic resources, develop essential lexis for an interview, and introduce learners to the cultural differences and nuances of a ‘western’ interview.

This research proposed a model pedagogical structure, applicable to the Japanese university education system in a project-based language learning (PBLL) context to help advanced CS students better prepare for job interviews with English video production and analysis. The purpose of this project is to help students do well in job interviews, by developing a vibrant culture of digital entrepreneurship and globalization on campus through video production-based activities. This process of undertaking mock interview video production iteratively, with follow-up expert assessment will equip students with better soft skills, English proficiency, and content knowledge. These activities will instill confidence to perform well in job interviews, network well during internships, and improve chances of getting job offers from multinational companies.

The model suggests that a complementary goal is to create an institutional reference website with archived videos of student mock interviews and expert reviews. The model explores how students will video record mock job interviews with advanced students, faculty and industry professionals with repeated trials and improvements.

These interview videos will be on:
(1) explaining research ideas
(2) discussing business ideas and technology applications
(3) demonstrating research about company and job positions
(4) answering difficult interview questions and
(5) ability to seek a professional opinion about the job market.

The project will experience the setting up of a video production facility (PC Hub) as an academic incubator; offering two video production courses on soft-skills, information design and analysis, and graduate students will design and usability test a professional website with an archive of student interview videos.

This model discussed in this paper is unique in many aspects:
• Extensive video production for job interview preparation is unique in EFL training.
• The project benefits students with professional development, self-reflection, and self-assessment.
• No systematic student-driven job interview archive currently exists in the Japanese university context.
• Access to companies for video creation will develop networking skills & university-industry connection.
• Universities could consult these videos and prepare their own archive, and share good examples.
• Direct and online contact with professionals for interview purposes will help provide intercultural exposure and shed anxiety.

This paper addressed an unexplored domain in PBLL.

Keywords:

Transfer Skills, Entrepreneurship, Academic Incubator, Professional Communication, Interview.