Speaker
Abstract section 2: Contribution/research questions
This study investigates how a Model United Nations (MUN)-inspired simulation functioned in a required intermediate EFL speaking course at a Japanese university. It explores three questions: the perceived learning outcomes reported by students following participation, the challenges encountered during the simulation, and the implications for educators who may implement similar simulations in comparably constrained educational settings.
Abstract section 1: Relevance
Model United Nations (MUN) simulations have been highlighted for supporting academic speaking, negotiation skills, and global awareness in English as a Foreign Language (EFL) contexts (Hassen, 2025; Leib & Ruppel, 2020; Nfor, 2023). Despite these benefits, MUN is frequently linked to extracurricular activities (Hassen, 2025; Ho et al., 2025), substantial logistical challenges (Obendorf & Randerson, 2013), and language proficiency demands that exceed the abilities of many intermediate learners (Fast, 2024; Tatsuki, 2019). As a result, although educators may perceive the model as valuable, uncertainty persists regarding its adaptability for time-constrained intermediate EFL classrooms.
Abstract section 3: Content/method
The study draws on post-simulation survey data collected from 70 first-year students enrolled in a required intermediate EFL speaking course at a Japanese university. Closed-ended items were analysed using descriptive statistics to identify common patterns in reported outcomes and challenges. Open-ended responses were coded to examine how students described these experiences and to identify patterns relevant to classroom implementation.
Abstract section 4: Outcomes/results
The results indicate that students perceived improvements in speaking confidence, negotiation skills, formal language use, perspective-taking, and collaboration. Reported challenges included limited preparation time, difficulty understanding task procedures, challenges in producing formal speeches, and the need to represent assigned country positions instead of personal views. Open-ended responses revealed that many students responded to these difficulties through partner support, repeated practice, and strategic problem-solving. Overall, the findings suggest that MUN-inspired simulations can be meaningfully adapted for intermediate EFL settings, provided that implementation includes careful task design, explicit support, and structured preparation.
Abstract section 5: References
Fast, T. (2024). Essential global competencies for EFL delegates at the Model United Nations. Kobe City University of Foreign Studies Journal of Research Institute, 64, 183–200. https://kobe-cufs.repo.nii.ac.jp/records/2000035
Hassen, H. (2025). A Model United Nations simulation as a catalyst for experiential learning in higher education. Journal of Learning Development in Higher Education, (38). https://doi.org/10.47408/jldhe.vi37.1626
Ho, S. S. Y., Cowan, N., Bache, S., & Nagtzaam, G. (2025). Beyond diplomats: Why Model UNs should be for everyone—to advance education for sustainable development and build capacity for intergovernmental engagement. Sustain Earth Reviews, 8, 9. https://doi.org/10.1186/s42055-025-00111-3
Leib, J., & Ruppel, S. (2020). The learning effects of United Nations simulations in political science classrooms. European Political Science, 19(3), 336–351. https://doi.org/10.1057/s41304-020-00260-3
Nfor, S. (2023). Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence. Language Learning in Higher Education, 13(2), 353-370. https://doi.org/10.1515/cercles-2023-2031
Obendorf, S., & Randerson, C. (2013). Evaluating the Model United Nations: Diplomatic simulation as assessed undergraduate coursework. European Political Science, 12, 350–364. https://doi.org/10.1057/eps.2013.13
Tatsuki, D. (2019). ELF in MUN negotiations: Problematizing the native speaker of English. Kobe City University of Foreign Studies Journal of Research Institute, 58, 55–76. https://kobe-cufs.repo.nii.ac.jp/records/2441
| Title | Adapting Model UN for Intermediate EFL Classrooms |
|---|---|
| Teaching Context | College and university education |