Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：John Benjamins Publishing Company  

Abstract

The development of generative artificial intelligence (AI) and its associated tools has revolutionised the learning and use of foreign languages (L2). One such tool is machine translation (MT), which has become increasingly popular among university students worldwide, spurring research on MT use in L2 writing. However, previous research has primarily focused on the writing products of intermediate or advanced L2 learners, neglecting the writing process with MT of students with limited L2 proficiency. Therefore, this case study aimed to qualitatively explore how the Common European Framework of Reference for Languages (CEFR) A2 university students employ strategies for L2 writing with MT and how their strategies change after strategy instruction. Seven participants completed writing tasks on a PC before, immediately after, and four weeks after three one-hour out-of-class instruction sessions based on the Strategic Content Learning (SCL) approach. Their writing process was screen-recorded, followed by stimulated recall interviews to elicit their strategies, which were coded and categorised using a framework by O’Malley and Chamot (1990). The results showed an increase in students’ elaborate use of strategies after instruction. In particular, strategy clusters were observed for all participants, demonstrating their cognitive engagement in the writing process. Furthermore, first-language (L1)-related strategies were used more frequently post-instruction, indicating learners’ efforts to create translation-friendly L1 input for MT. The findings suggest that teaching MT-use strategies is crucial to fostering learners’ active engagement in the L2 writing process in a technology-enhanced learning environment.

DOI： 10.1075/aila.24020.yua

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Authorship：Last author   Language：English   Publishing type：Part of collection (book)   Publisher：Routledge  

DOI： 10.4324/9781003459088-17

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Elsevier BV  

DOI： 10.1016/j.system.2024.103363

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Authorship：Last author   Publishing type：Research paper (scientific journal)   Publisher：Elsevier BV  

File： Teng, Mizumoto, & Takeuchi (2024) Revised.pdf

DOI： 10.1016/j.system.2024.103255

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<jats:title>Abstract</jats:title><jats:p>This study investigated the knowledge of English phrasal verbs (PVs) among Japanese university students. PVs have been described by learners as ambiguous and difficult, often resulting in their avoidance, and much of the literature has focused on how they can be taught effectively. However, it is relatively unknown as to what knowledge learners typically develop on their own without undergoing classroom interventions that focus specifically on PVs. To investigate this issue, a survey on PVs was distributed to eight different departments at universities across Japan resulting in 221 participants, with six students participating in follow‐up interviews. The data from the PV survey provided qualitative data for analysis, the interviews were transcribed, and axial coding was utilized to formulate a holistic examination of the participants’ knowledge of PVs. The results revealed that the participants had an awareness of PVs but had acquired most of them as chunks of language without much knowledge of their individual parts, which was found to lower their confidence and increase their perceived difficulty. Additionally, directional PVs, particularly with <jats:italic>go</jats:italic> and <jats:italic>come</jats:italic>, were the easiest for the participants due to L1–L2 similarities. However, their understanding of idiomatic and aspectual PVs appeared to be superficial and lacking.</jats:p>

DOI： 10.1111/ijal.12523

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：International Association for the Psychology of Language Learning  

File： Tanaka & Takeuchi (2024).pdf

DOI： 10.52598/jpll/6/1/3

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

File： Sasaki & Takeuchi (2024).pdf

DOI： 10.50924/letkansai.22.0_1

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

File： 竹内 (2023).pdf

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Castledown Publishers  

A growing body of vocabulary learning strategies (VLSs) studies focuses on accumulating empirical evidence on the relationship between frequency of VLS use and vocabulary acquisition by using the frequency-based measures of VLSs. Our study by contrast, examined which VLSs are perceived as important and useful, and how they are employed by Japanese university students learning English as a foreign language (N = 40). Further, we investigated whether university students’ perceptions and use of strategies vary between higher- (n = 16) and lower-proficiency groups (n = 24). To this end, we used the KH Coder software and produced co-occurrence networks to categorize the words extracted from the results of an open-ended questionnaire. The results revealed that Japanese university students perceived cognitive strategies related to word form, sound, association learning, and metacognitive strategies as important and useful, and employed them frequently. Results from the two proficiency groups showed that while the higher-proficiency group perceived the importance of metacognitive strategies, these tendencies were not observed in the lower-proficiency group. Given the possibility that learners’ proficiency influences the use of VLSs in the vocabulary learning process, considerations and suggestions for future VLSs studies and teaching are discussed.

File： Ueno & Takeuchi (2023c).pdf

DOI： 10.29140/vli.v12n1.1213

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：MDPI AG  

For many years, we have been developing flexible sensors made of braided piezoelectric poly-l-lactic acid (PLLA) fibers that can be tied and untied for practical applications in society. To ensure good quality of sleep, the occurrence of bruxism has been attracting attention in recent years. Currently, there is a need for a system that can easily and accurately measure the frequency of bruxism at home. Therefore, taking advantage of the braided piezoelectric PLLA cord sensor’s unique characteristic of being sewable, we aimed to provide a system that can measure the frequency of bruxism using the braided piezoelectric PLLA cord sensor simply sewn onto a bed sheet on which the subject lies down. After many tests using trial and error, the sheet sensor was completed with zigzag stitching. Twenty subjects slept overnight in a hospital room on sheets integrated with a braided piezoelectric PLLA cord. Polysomnography (PSG) was simultaneously performed on these subjects. The results showed that their bruxism could be detected with an accuracy of more than 95% compared with PSG measurements, which can only be performed in a hospital by a physician and are more burdensome for the subjects, with the subjects simply lying on the bed sheet with a braided piezoelectric PLLA cord sensor sewn into it.

File： Tajitsu et al. (2023b).pdf

DOI： 10.3390/mi15010086

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DOI： 10.1515/iral-2023-0100

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Language Testing Association  

File： Kawamura & Takeuchi (2023)R.pdf

DOI： 10.20622/jltajournal.26.0_3

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Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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DOI： 10.1016/j.acorp.2023.100076

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File： Sasaki & Takeuchi (2023).pdf

DOI： 10.20581/arele.34.0_33

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Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

File： Tanaka & Takeuchi (2023).pdf

DOI： 10.20597/jesjournal.23.01_4

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Publishing type：Research paper (scientific journal)   Publisher：MDPI AG  

We attempted to realize a prototype system that monitors the living condition of indoor dogs without physical or mental burden by using a piezoelectric poly-l-lactic acid (PLLA) braided cord as a wearable sensor. First, to achieve flexibility and durability of the piezoelectric PLLA braided cord used as a sensor for indoor dogs, the process of manufacturing the piezoelectric PLLA fiber for the piezoelectric braided cord was studied in detail and improved to achieve the required performance. Piezoelectric PLLA braided cords were fabricated from the developed PLLA fibers, and the finite element method was used to realize an e-textile that can effectively function as a monitoring sensor. As a result, we realized an e-textile that feels similar to a high-grade textile and senses the complex movements of indoor dogs without the use of a complex computer system. Finally, a prototype system was constructed and applied to an actual indoor dog to demonstrate the usefulness of the e-textile as a sensor for indoor dog monitoring.

DOI： 10.3390/mi14010143

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Language：Japanese  

File： 47-1-2.pdf

DOI： 10.34342/iesj.2023.47.1.2

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File： Haugh & Takeuchi (2022).pdf

DOI： 10.18823/asiatefl.2022.19.4.4.1200

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association of College English Teachers  

The current research targeted Japanese high school EFL students (N = 296) to examine the causal relationships among vocabulary learning strategies (VLSs), self-efficacy, self-regulating capacity in vocabulary learning (SRCvoc), and vocabulary size gains. To this end, we used structural equation modeling (SEM) and formulated three hypotheses for the structural model: (1) SRCvoc promotes VLS use and subsequent vocabulary size gains; (2) self-efficacy fostered by SRCvoc reinforces further VLS use; and (3) success in vocabulary size acquisition is associated with self-efficacy increase. The results of the SEM support the structural model and its three hypotheses for the students in this study. However, the weak relationships found among the four variables were in contrast to those of prior studies targeting students in contexts other than Japanese high schools. By comparing the results of previous and current research, we consider the possibility of influences of different variables on vocabulary learning in different learning environments.

File： Ueno & Takeuchi (2022).pdf

DOI： 10.32234/jacetjournal.66.0_97

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

File： ドイツ語教育25_特集_竹内理.pdf

DOI： 10.24670/deutschunerricht.25.0_4

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Authorship：Lead author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.21832/9781788928342-014

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：English   Publishing type：Master’s thesis  

This chapter focuses on second and foreign language (L2) learning strategy research and its applications, reflecting on the past, describing its current state, and determining the implications for future studies. First, a brief outline of the field is provided with emphasis on major topics such as taxonomies of strategies, variations in strategy use, strategy clusters, and the effectiveness of strategy instruction. The importance of the person-task-context configuration is identified herein, and, in this relation, a sociocultural perspective is also touched on. Second, major areas of controversies in L2 strategy research are summarized. Subsequently, the possibility of replacing the concept of strategies with that of self-regulation is discussed, and its merits and problems are compared, referring to related theoretical and empirical studies. Based on this discussion, the chapter then argues that discarding the concept of learning strategies altogether is not advisable and that the concepts of strategies and self-regulation in fact complement one another.Consequently, to understand a fuller picture of L2 learning processes, a theoretical framework encompassing both strategies and self-regulation is called for. Finally, future research directions and pedagogical applications are suggested, thereby paving the ways for a better understanding of L2 learning strategies and L2 learning processes.

DOI： 10.1007/978-3-030-02899-2_37

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Elsevier BV  

DOI： 10.1016/j.system.2019.102112

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author,　Corresponding author   Language：English   Publishing type：Part of collection (book)  

DOI： 10.1007/978-3-030-12567-7_13

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Part of collection (book)  

DOI： 10.1002/9781118784235.eelt0728

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DOI： 10.1002/9781118784235.eelt0728b

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology (LET)  

DOI： 10.24539/let.54.0_135

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Other Link： http://hdl.handle.net/10112/11409

Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.20597/jesjournal.17.01_5

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.32234/jacetjournal.61.0_1

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.4324/9781315618616

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Authorship：Last author   Language：English   Publishing type：Part of collection (book)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Other Link： http://hdl.handle.net/10112/10858

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of English Language Education  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Society of English Language Education  

The purpose of this paper is to describe the development and validation of a questionnaire designed to assess Japanese EFL learners' motivation at the tertiary level. The instrument was developed based on self-determination theory (SDT). SDT has frequently been applied in L2 motivation studies in Japan; most of these studies used or adapted one questionnaire (Hiromori, 2006a) and yielded mixed results, both in line and out of line with SDT. Such outcomes suggest the need to reconsider how the theory is understood and how that understanding is reflected in commonly used questionnaires in the Japanese EFL context. The current study described the examination and refinement of the definition of the SDT construct in the Japanese EFL setting and reviews the relevant literature. The process of developing a new questionnaire based on the refined definition was then described in a step-by-step manner. To validate the instrument, three methods were employed: expert judgment, exploratory factor analysis, and computation of reliability coefficients. The results indicate that the new questionnaire has higher validity and reliability than the previous one widely used in the field. The authors argue that the new questionnaire developed in this study, with its refinements and validation, may contribute to expanding the opportunity to enhance the L2 motivation of Japanese university students.

DOI： 10.20581/arele.27.0_1

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education & Technology(LET)  

DOI： 10.24539/let.52.0_1

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Other Link： http://hdl.handle.net/10112/11113

Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.24539/let.52.0_105

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1002/tesq.225

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Authorship：Lead author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：兵庫県教育委員会  

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The objective is to examine the changes in the effectiveness of motivational strategy use by teachers during one semester in the English as a foreign language (EFL) classrooms. More specifically, we investigate differences in effectiveness changes for each motivational strategy used according to students' English proficiency levels and their original motivational intensity levels in order to understand the process by which instructors influence students' motivation. The participants were an instructor and 222 university students. Two distinct clusters were found within the student sample based on cluster analysis: Cluster A) students with higher English proficiency and higher motivational intensity
and Cluster B) students with lower English proficiency and lower motivational intensity. The results showed that (a) the two clusters did not exhibit a similar trend in terms of the relationship between frequency of motivational strategy use by teachers and students' motivation except with respect to two motivational strategies
(b) seven strategies showed positive correlations at least once in the semester in either Cluster A or Cluster B
(c) five strategies showed no significant correlations throughout the semester
and (d) there were three strategies that did not show a positive correlation
however, these strategies were associated with a negative correlation throughout the semester in either Cluster A or Cluster B. © 2012 © 2012 Taylor &amp
Francis.

DOI： 10.1080/17501229.2012.741133

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

This invited article is a revised version of a paper read at the symposium of the 30^<th> Annual Conference of the JACET Chubu Chapter. In this article, the author makes an attempt to realize the 'commensurability' among different scopes and approaches in SLA research. He argues that four principles based on Saijo (2007, 2008), i.e., public/open nature, falsifiability, interest-correlativity, and structure-orientedness, are vital in devising a framework for achieving higher commensurability in research. He then applies the principles to the actual process of conducting SLA research and demonstrates how they work in it.

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10499887

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy. © 2013 Taylor &amp
Francis.

DOI： 10.1080/17501229.2013.836205

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<jats:p>Two empirical studies were conducted in which the differences in Japanese EFL learners' look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners' look-up frequency and degree of reading comprehension of the text. In the first study, a total of 34 college students were divided into two groups. Each group was assigned a reading task with a quiz under two conditions: ED and PD. The frequency of looked-ups, the time the students needed for the task, and the quiz scores in each condition were statistically examined. The results showed: (a) the subjects in the ED condition looked up more words to comprehend the texts in a shorter period of time than those in the PD group and (b) no significant difference in the quiz scores between the groups. To further investigate these results under different conditions, a second study was performed with 31 university students whose English proficiency levels were higher than those in the first study. Despite the fact that the subjects and the text used in the second study were different, the results of the second study corresponded to the first. These findings indicate that, although EDs might enhance EFL learners' look-up behaviors, the increased look-up frequency does not necessarily ensure improvement in learners' reading comprehension. Some pedagogical implications are suggested based on the findings.</jats:p>

DOI： 10.1558/cj.v25i1.110-125

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Asian TEFL  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a brain-imaging technique, near-infrared spectroscopy, were conducted in order to determine a cerebral basis for the effectiveness of reading aloud activities. Study 1 investigated learners with high L2 proficiency to show the difference in cerebral activation between L2 and L1 learners as they read a passage aloud. The effect of material difficulty was also examined in this study. Study 2 then examined learners with both high and low L2 proficiency to show the effect of material difficulty vis-à-vis the learners' L2 proficiency. The effect of repeated reading aloud activities was also investigated in this study. These studies show that:Reading aloud in L2 results in a higher degree of cerebral activation than reading aloud in L1.Reading material beyond learners' L2 ability aloud results in low brain activation.Repetition of the same normal reading aloud activity in L2 does not necessarily increase (or decrease) the level of cerebral activation.However, including a repetitive cognitively demanding reading aloud activity does cause high brain activation.On the basis of these findings, this article provides a cerebral basis for the effectiveness of reading aloud activities in L2 learning. © 2012 The Author(s).

DOI： 10.1177/0033688212450496

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：OXFORD UNIV PRESS  

This article reports on an adaptation and validation study of SRCVOC (self-regulating capacity in vocabulary learning scale; Tseng et al. 2006) in a Japanese EFL setting. The piloting phase revealed that factor structures were different from those in the original study. The main study, including a self-reported measure of procrastination to explore the convergent evidence of the construct validity, suggests that the scale can be a valid measure of self-regulation capacity in vocabulary learning in a Japanese EFL environment. These findings provide implications for future studies that utilize the same type of research paradigm.

DOI： 10.1093/applin/amr044

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Language：English   Publisher：The Japan Association for Language Education and Technology  

The purpose of this study is to validate, in a Japanese EFL context, the L2 motivational self system (Dornyei, 2005) with some hypothesized relationship among (1) its underlying tenets, i.e., the ideal L2 self, the ought-to L2 self, and L2 learning experience (including L2 learning attitude and others' influence), (2) L2 learners' motivation, (3) L2 anxiety, (4) self-efficacy, and (5) the perceived amount of information related to learners' future self-guides. A total of 151 EFL Japanese university students participated in this study. The data, which were obtained through a questionnaire were analysed using a structural equation modeling (SEM) approach. The proposed SEM model showed that the perceived amount of information and self-efficacy have a positive influence on the ideal L2 self. It also revealed that the ideal L2 self and L2 learning attitude positively affect learners' motivation, while others' influence and the ought-to L2 self have a strong impact on L2 anxiety that negatively affects learners' motivation. On the basis of these findings, the authors argue that the L2 motivational self system can be developed into an integrative framework that explains not only L2 learners' motivation but also other affective variables such as anxiety and self-efficacy, all in one system.

DOI： 10.24539/let.49.0_1

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Authorship：Last author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association of College English Teachers  

To facilitate effective international scientific communication, scientists need to master skills and knowledge on how to conduct academic presentations, especially in English. However, this becomes a greater challenge for the scientist whose native language is not English. In order to assist scientists in delivering effective presentations, the use of appropriate genrespecific language and sentence structures needs to be established. The objective of this study is to investigate what is an appropriate style for English academic presentations from the perspective of intelligibility for the audience. A total of 76 Japanese scientists working for a prestigious scientific institute were asked to listen to two presentations in English, and to evaluate the level of intelligibility by using a four-point Likert scale. The two presentations had the same topic, but were different in style: one had more features of spoken English, while the other used diction more like research articles written in English. A total of 76 sets of data were collected and statistically analyzed. The results indicated that an "open style" of presentation had a higher level of intelligibility.

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501729

Publishing type：Research paper (scientific journal)   Publisher：WorldCALL: International Perspectives on Computer-Assisted Language Learning  

DOI： 10.4324/9780203831762

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

The purpose of this study is to investigate the effect of a teaching practice based the "cyclic model of learning" in the Japanese EFL context. To this end, we designed and implemented a practice by means of a learning management system (LMS) to teach English in a Japanese public lower secondary school. The practice was tested on 93 students over nine months. The data collection methodology included tests, weblogs, classroom observation, and interviews. The results indicated that the practice had a positive influence on students' learning ability and the manner in which the teacher in charge conducted lessons. Furthermore, a moderate correlation was found between the improvement of students' English language ability and their use of materials on the LMS. Lastly, an ecological perspective on the use of technology in foreign language education is discussed.

DOI： 10.24539/let.47.0_51

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Other Link： http://hdl.handle.net/10112/7018

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association for Language Education and Technology (LET)  

The purpose of the present study is to provide implications on how teachers can make students be more motivated in EFL learning outside the classroom. For this purpose, the present study focuses on; 1) the construct of motivational influences on English learning outside the classroom perceived by 1,141 Japanese secondary school students of EFL; 2) the relationship between these influences and students' English proficiency levels; and 3) teachers' perception of these motivational influences. A questionnaire was administered to obtain the factors for motivational influences which affected the students' motivation for English learning outside the classroom. Through the factor analysis, six factors were found. The results of correlation and MANOVA analyses showed that each factor was found to be more or less related to students' English proficiency levels. These findings were then compared with EFL teachers' perception obtained through interviews. The comparisons suggested that there existed some discrepancies between the empirical realities and the teachers' perception. Implications of these findings are then discussed.

DOI： 10.24539/let.47.0_181

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Other Link： http://hdl.handle.net/10112/7019

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

In this article, the authors present an empirical study on motivational strategies in English as a foreign language classes at the lower secondary school level. Teachers' actual use of 15 motivational strategies was described on the basis of self-reported frequency data over a two-month period. Furthermore, the relationships between the frequency of these 15 motivational strategies and the strength of students' motivation were investigated. The overall results showed that (1) teachers used these motivational strategies in a variety of ways
(2) there were only a few motivational strategies which showed a significant correlation with students' motivation. In addition, the authors found that (3) the effectiveness of some motivational strategies varied according to students' English proficiency level. Implications of these findings are discussed at the end of the article. © 2010 Taylor &amp
Francis.

DOI： 10.1080/17501220802450470

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：CAMBRIDGE UNIV PRESS  

The present Study investigated Japanese students&apos; EFL, vocabulary development through e-mail interactions with a native English speaker (NS). with primary focus oil students&apos; imitation of new words According to sociocultural theory, learners can internalize new linguistic knowledge by imitating an expert&apos;s expressions to create his/her own utterances. This study. therefore, specifically examined whether (1) students could imitate the new vocabulary items provided by the NS NS and (2) they could retain these items at the end of the project An examination of the e-mail log Showed that students did imitate and use some of the texts provided by the NS The results of the post-test also revealed that some of the initiated words were subsequently retained However. there were some words that had been learned Without imitation The questionnaire survey and the students&apos; interview comments indicated that Students memorized it considerable number of new words provided by the NS by repeatedly leading them in e-mail text, its well is in other learning contexts. Such its regular classes and independent study, through noticing. retrieving. and generating the meaning/form of each word (Nation. 2061) The study concluded that vocabulary learning via e-mail takes place not only by a single Process Such is imitation. but also by a combination of various processes functioning in all integrated manner

DOI： 10.1017/S0958344009990206

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Authorship：Lead author   Language：English   Publishing type：Part of collection (book)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：SAGE PUBLICATIONS LTD  

This study examined the effectiveness of explicit instruction of vocabulary learning strategies (VLSs) over a 10-week semester with a group of 146 female EFL learners from two Japanese universities. A vocabulary test and questionnaires on VLSs and motivation were administered at the beginning of the course. The learners were divided into two groups based on the vocabulary test results: an experimental group and a control group. Only the experimental group received explicit instruction on VLSs in combination with their regular language lessons. The same instruments were re-administered at the end of the course to examine the changes in both the questionnaire responses and test scores. Qualitative analyses were also conducted to explore the findings in detail. The results show that the experimental group outperformed the control group in the vocabulary test. It was also found that (1) strategy training was effective for both changing the repertoire of strategies used and improving their frequency of use, (2) the training increased the use of certain strategies more than it did for other strategies, and (3) different types of learners exhibited different responses to the strategy instruction. This study&apos;s findings contribute to a better understanding of strategy instruction in general and VLSs in particular.

DOI： 10.1177/1362168809341511

Web of Science

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

This paper reports on a research project that was developed and used to examine the strategy use of Japanese lower secondary school learners of English. In the first part of the project, a questionnaire was constructed by (1) selecting categories of strategy based on open-ended data and (2) applying a factor analysis to data collected from 315 learners. The factor analysis uncovered the types of strategies used by the learners inside and outside their classrooms. In the second part of the project, variables affecting learners' strategy use were examined by employing a questionnaire developed for this purpose. The analyses indicated (1) that females reported more use of strategies than males, and (2) interestingly enough, that no positive relationship was found between English proficiency and strategy use. Interpretations of these findings and their implications are then discussed. © 2009 Blackwell Publishing Ltd.

DOI： 10.1111/j.1473-4192.2009.00221.x

Scopus

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Language：English   Publishing type：Research paper (bulletin of university, research institution)  

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Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

The present study is an attempt to clarify effective use of handheld electronic dictionaries (hereafter ED) for language learning in Japanese EFL context. For this purpose, we examined EFL learners' look-up behavior with ED through the think-aloud technique, and found some strategies for efficient use of ED, particularly by analyzing look-up behavior Five postgraduate students of a graduate school took part in the study as good language learners (hereafter GLLs). To compare their look-up behavior with that of false beginners (hereafter FBs), five college students also participated. The experiment was conducted with one participant at a time on an appointment basis. No time constraint and no limit on the number of target words to be looked up were set in the experiment. After transcribing their verbal descriptions, some strategies for effective ED use were extracted. The analysis of the qualitative data suggested the possibility that the ED's functions had provided not only GLLs but also FBs with scaffolding for EFL learning. Also, the results revealed that GLLs were good ED users.

DOI： 10.24539/let.46.0_131

CiNii Books

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Other Link： http://hdl.handle.net/10112/4793

Authorship：Last author   Language：English   Publisher：Japan Language Testing Association  

This paper reports on the comparison of two types of scale descriptors in a questionnaire on language learning strategies. The main purpose of this study was to investigate which type of the two scale descriptors, frequency-based or trueness-based, is better for language learning strategy research. With a few weeks' interval, a questionnaire on learning strategies was administered to 408 EFL learners twice with frequency-based scale descriptors and trueness-based scale descriptors alternately. First, mean differences in the responses obtained from the two different scale descriptors were examined. Second, confirmatory factor analysis was applied to see which scale descriptor of the two shows better fit to the hypothesized model. Finally, equidistance between the categories was checked. Results show that trueness-based scale descriptors elicited slightly higher mean values of responses, which resulted in a better fit to the model. The distances between the categories were almost identical for both scale descriptors. The findings of the current study partially provide supportive evidence for the claim made by Dornyei and his colleagues that trueness-based scale descriptors are preferable to frequency-based counterparts in a questionnaire on learning strategies. But they also show that the latter descriptors are not totally 'flawed' as was claimed.

DOI： 10.20622/jltaj.12.0_116

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Other Link： http://hdl.handle.net/10112/4497

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Society of English Language Education  

This research was conducted to examine the reasons why some Japanese students had trouble learning English. In order to identify the causes behind the issue, a questionnaire was developed and a total of 393 college-level students from three schools were surveyed. In Study 1, the data obtained from students' questionnaires was analyzed by using a factor analysis. As a result, six factors for the reasons causing difficulties in learning English were identified. In Study 2, the data of 116 students from the above population were used to examine the differences in difficulties between successful and unsuccessful learners. To confirm the result of the statistical analysis, two successful learners and two unsuccessful learners from each group were asked questions. The results show that poor knowledge in grammar and writing was found to be one of the significant reasons for unsuccessful learners. Based on the findings, some pedagogical and research implications were also presented.

DOI： 10.20581/arele.20.0_201

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Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association of College English Teachers  

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501638

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Part of collection (book)  

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

Grant-in-Aid for Scientific Research 2006-2007

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Part of collection (book)  

科研費基盤研究

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：三省堂  

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Other Link： http://hdl.handle.net/10112/5386

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

The aim of this study is to reveal the differences in the process of learning reading strategies by EFL learners whose English proficiency levels differ. For this purpose, portfolios made by 10 Japanese female college students learning English (five in the higher proficiency group and the other five in the lower) were analyzed. The results found six prominent differences between the two groups. The first difference is the amount of description recorded in each portfolio. The second, third, and fourth differences concern the understanding of the purpose and the merit of each strategy use, of the conditions in which each strategy is used effectively, and of the combined use of strategies. Also, the timing for and the method for evaluating efficacy of strategy use are different between the two groups. After the full descriptions of these six differences with samples from portfolios, some pedagogical and research implications for strategy instruction are made. © 2006 Elsevier Ltd. All rights reserved.

DOI： 10.1016/j.system.2006.04.007

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (scientific journal)  

The present study investigated the effects of reducing the number of options per item on psychometric characteristics of a Japanese EFL university entrance examination. A four-option multiple-choice reading test used for entrance screening at a university in Japan was later converted to a three-option version by eliminating the least frequently endorsed option in each item, and was given to a separate group. Responses to the two tests indicated that using three options instead of four did not significantly change the mean item facility or the mean item discrimination. Distractor analyses revealed that whether four or three options were provided, the actual test-takers' responses spread, on the average, over about 2.6 options per item, that the mean number of functioning distractors was much lower than 2, and that reducing the least popular option had only a minimal effect on the performance of the remaining options. These results suggested that three-option items performed nearly as well as their four-option counterparts. © 2006 Edward Arnold (Publishers) Ltd.

DOI： 10.1191/0265532206lt319oa

Scopus

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association for Language Education and Technology(LET)  

This study examined how Japanese junior high school students learn English as a foreign language (EFL) inside and outside the classroom. The participants were 347 junior high school students of EFL and twenty-three English teachers at junior high schools. Open-ended and multiple-choice questionnaires were administered to examine students 'strategy use as well as teachers' perceptions of their students' strategy use. In the open-ended questionnaire, the students described their strategies and the teachers described the strategies which they thought their students had used in terms of each skill area, e.g., vocabulary, listening, and speaking. The multiple-choice questionnaire examined students 'metacognitive strategy use. An analysis of the descriptions in the open-ended questionnaire was carried out using the KJ method. The results showed that: 1) the students seemed to rely primarily on cognitive strategies, though not in an orchestrated way, 2) the number af vocabulary-learning strategies used was the highest of all the sldll-spec,f Ic strategies; 3) different patterns of skill-specific strategy use were identfied in relation to the different settings, i.e., inside or outside the classroom; and 4) the teachers' perceptions of their learners' strategy use were somewhat different from the students' self-reports in terms of the types and the patterns of strategy use. Finally, some implications of developing a standardized multiple-choice strategy questionnaire to investigate strategy use by Japanese junior high school students are discussed.

DOI： 10.24539/let.43.0_39

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Authorship：Last author   Language：English   Publishing type：Research paper (international conference proceedings)  

Grant-in-Aid for Scientific Research

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association of College English Teachers  

This paper presents the results of an empirical study examining the encouragements used by teachers in EFL classes. To find out the actual use of encouragements, the authors first adopted the following two steps : 1) classroom video-observations of verbal encouragements by teachers in schools ranging from elementary to university level ; and 2) a questionnaire survey to obtain students' attitudes and preferences toward encouragements. The frequency data shows that elementary school teachers tend to give more encouragements than those at other schools. Also, high school teachers are liable to provide fewer encouragements. Apart from teachers in junior high, teachers in senior high school and university directed more encouragements at individuals than at the whole class. In addition, huge differences between teachers' use and students' preferences of encouragements are found.

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501521

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

Grant-in-Aid for Scientific Research 20040401-20050331

DOI： 10.24539/let.42.0_119

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Language：Japanese   Publishing type：Part of collection (book)  

学術研究助成基金

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association for Language Education and Technology (LET), Kansai Chapter  

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：the CLaSIC 2004 Conference  

Grant-in-Aid for Scientific Research

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Books

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association of College English Teachers  

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501425

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Lead author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

This article reports on a qualitative study conducted in the Japanese foreign language (FL) context about good foreign language learners, in which the author analyzes the strategy use reported in 67 books on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese FL context and that the use of some strategies seems to be closely connected to specific stages of learning. Some research implications are also discussed. © 2003 Elsevier Ltd. All rights reserved.

DOI： 10.1016/S0346-251X(03)00049-6

Scopus

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：ELSEVIER SCIENCE BV  

This paper reports on empirical efforts to determine the threshold values and the feasible ranges of the parameters for scrolling text display technique (i.e.; Times Square scrolling). Parameters associated with the technique, such as speed of scrolling and maximum possible length of a sentence for one scrolling, were examined through the use of an Eye Link System, and answers to the following research questions were experimentally provided: (1) how fast should the text scrolling be?; (2) how well do experimental subjects retain the text at different speeds?; (3) at what speed do the subjects fail to comprehend the scrolling text?; and (4) how many Japanese characters can subjects read at a time?

Web of Science

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Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Association of College English Teachers  

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501411

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

Two empirical studies were conducted, in which Japanese EFL learners' searching behavior was compared in using an electronic dictionary (ED condition) with using a conventional one (PD condition). In the first study, to clarify how learners differ in using dictionaries, the authors focused on the learners searching behavior such as search time, retention of words, and impressions or comments on dictionaries. The results indicated that, between the two conditions; 1) there were no significant differences in respect to either the number of words they looked up or the time they needed for a search in a dictionary in comparison between the printed dictionary group and the electronic dictionary group; 2) no significant differences in the learners' retention of words were found. In addition, 3) some differences were shown in the comments on dictionaries between college and high school students; and 4) most students highly evaluated an electronic dictionary in respect to its handiness and its ease of use, while they considered that, owing to its interface design, it did not provide sufficient information to them, as did a printed dictionary. To provide some supportive evidence to the results found in the first study, the think-aloud procedure was employed in the second study, and influences of dictionaries' interface design on their searching behavior were confirmed.

DOI： 10.24539/let.40.0_61

CiNii Books

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Part of collection (book)  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (international conference proceedings)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Part of collection (book)  

Grant-in-Aid for Scientific Research

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Authorship：Last author   Language：English   Publishing type：Research paper (international conference proceedings)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Other Link： http://hdl.handle.net/10112/924

Language：English   Publishing type：Research paper (international conference proceedings)  

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Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

This article reports on four empirical studies concerning the use of language learning strategies conducted in the Japanese EFL environment. The purposes of the first two studies were; 1) to categorize strategies used by intermediate Japanese college learners of EFL; and 2) to ascertain which strategy group was the most often used and which was generally NOT often used. In the third study, the authors determined which strategy group was regarded as "not important" for learning by Japanese college instructors of EFL and their students. Based on the results, a hypothesis was discussed that the teacher's beliefs on the use of strategies have influence on the students' beliefs, and consequently on their actual use of strategies. In the last study, the possible effects, both short- and long-term, of training on the use of strategies were investigated. The limitations of the four studies and possible research and pedagogical implications are discussed briefly.

DOI： 10.24539/let.38.0_21

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Authorship：Last author   Language：English   Publisher：Japan Association of College English Teachers (JACET)  

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501308

Authorship：Last author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Grant-in-Aid for Scientific Research

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

Grant-in-Aid for Scientific Research

DOI： 10.24539/llaj.36.0_51

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Kansai University Special Research Fund

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

重点領域研究助成

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：CIEC  

This article reports on an empirical study, in which 273 college EFL students were examined for their strategy use in computer assisted language learning (CALL). Our subjects had studied for three and a half months on a multimedia-type CALL software developed by the authors. A cloze test was used for the measurement of their proficiency gain during this period. As to the assessment of their strategy use, a 50-item self-report inventory called SILL (Oxford, 1989) was employed. The results show that strategies for i) making the most of their learning opportunities and environment, ii) confirming their learning progresses, and iii) inducing KR information from the CALL software are the keys in successful CALL learning. Possible applications of these results as well as some disclaimers are also mentioned in the last section.

DOI： 10.14949/konpyutariyoukyouiku.6.76

CiNii Books

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Other Link： https://jlc.jst.go.jp/DN/JLC/20002138174?from=CiNii

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

Kansai University Special Research Fund

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Language：English   Publishing type：Research paper (international conference proceedings)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

Kansai University Special Research Fund

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Part of collection (book)  

Grant-in-Aid for Encouragement of Young Scientists

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Authorship：Lead author   Language：Japanese   Publishing type：Part of collection (book)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Research Grant, Matsushita AV Education and Research Foundation

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Language：Japanese   Publishing type：Research paper (international conference proceedings)  

Kansai University Grant-in-Aid for the Faculty Joint Research Program

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Language：Japanese   Publishing type：Part of collection (book)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：CIEC  

This article reports the authors attempt to develop multimedia CALL (Computer Assisted Language Learning) software on Windows 95 by using Microsoft Visual Basic 4.0. First, several reasons for selecting Windows 95 as our platform OS are summarized. Then the authors principles (both technical and educational) for the software development are reported. In the fourth section, a prototype software resulting from these principles are explained in details. In the fifth section, the authors discuss the feedbacks made by the users of this prototype. Future research directions as well as some remaining shortcomings are mentioned in the last section.

DOI： 10.14949/konpyutariyoukyouiku.1.85

CiNii Books

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Other Link： https://jlc.jst.go.jp/DN/JLC/20002141495?from=CiNii

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Doshisha Women's College of Liberal Arts  

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

JACET Special Research Grant

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Electro-Communication Promotion Foundation

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

Grant-in-Aid for Encouragement of Young Scientists

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Electro-Communicutions Promotion Foundation

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Doshisha Women's College of Liberal Arts  

CiNii Books

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

Grant-in-Aid for Encouragement of Young Scientists

DOI： 10.24539/llaj.30.0_17

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Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

Grant-in-Aid for Encouragement of Young Scientists

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

DOI： 10.24539/llaj.29.0_53

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Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

Grant-in-Aid for Encouragement of Young Scientists

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Grant-in-Aid for Encouragement of Young Scientists

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

DOI： 10.24539/llaj.27.0_81

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Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.24539/llaj.26.0_19

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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Total pages：199p  

CiNii Books

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Total pages：3, 147, 36, 1p  

CiNii Books

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Total pages：128p  

CiNii Books

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Total pages：192p  

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Total pages：183p  

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Total pages：159p  

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Total pages：258   Language：Japanese  

CiNii Books

ASIN

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Kansai University Grant-in-Aid for the Faculty Joint Research Program

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Grant-in-Aid for Scientific Research

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Electro-Communication Promotion Foundation

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Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

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Authorship：Lead author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

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Language：English   Publishing type：Book review, literature introduction, etc.  

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Language：English  

CiNii Books

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Language：English  

CiNii Books

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CiNii Books

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Language：Japanese  

CiNii Books

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Authorship：Lead author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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CiNii Books

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Language：Japanese  

CiNii Books

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CiNii Books

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Language：Japanese  

CiNii Books

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Language：English   Publisher：Japan Association of College English Teachers (JACET)  

CiNii Books

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10501308

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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Language：Japanese  

CiNii Books

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CiNii Books

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JACET Special Research Fund

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Language：Japanese   Publisher：Doshisha Women's College of Liberal Arts  

CiNii Books

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Event date： 2019.11

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：梅田：ハービスプラザ  

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Event date： 2019.10

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Osaka, GranCube Osaka  

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Language：English   Presentation type：Oral presentation (general)  

Venue：Osaka, GranCube Osaka  

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Event date： 2019.8

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Venue：ホテル北野プラザ六甲荘  

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Event date： 2019.6

Language：English   Presentation type：Oral presentation (general)  

Venue：Ambassador Hotel, Bangkok, Thailand  

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Venue：Hong Kong Polytechnic University  

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Language：English   Presentation type：Oral presentation (keynote)  

Venue：Tongi University, Shanghai, China.  

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Event date： 2019.5

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：Tongi University, Shanghai, China.  

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Event date： 2019.1

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都府立桂高校  

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Event date： 2019.1

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Venue：島本町立第一中学校  

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Event date： 2018.11

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Venue：茨木市教育センター  

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Venue：兵庫県立教育研修所  

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Event date： 2018.11

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Venue：豊中市教育センター  

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Event date： 2018.10

Presentation type：Oral presentation (keynote)  

Venue：Kansai University  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Osaka Prefecture Education Center  

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Event date： 2018.10

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Venue：Kyoto Prefecture Education Center  

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Event date： 2018.8

Presentation type：Oral presentation (keynote)  

Venue：Kyoto Prefectural University  

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Event date： 2018.8

Presentation type：Oral presentation (general)  

Venue：Osaka Senri Life Science Center  

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Event date： 2018.8

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Daito City Hall  

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Event date： 2018.8

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Venue：Yao City Education Center  

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Event date： 2018.7

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Fukuchiyama Civic Plaza  

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Event date： 2018.7

Presentation type：Oral presentation (general)  

Venue：Nagasaki University  

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Event date： 2018.7

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Nishinomiya Education Center  

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Event date： 2018.6

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Higashi Osaka Education Center  

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Event date： 2018.6

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Neyagawa Civic Hall  

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Event date： 2018.6

Presentation type：Oral presentation (invited, special)  

Venue：大阪市 OMM  

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Event date： 2018.6

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：Tokyo: Waseda University  

Symposium: Strategy assessment for learning and emotion regulation: Psychological and methodological aspects. (with R. Oxford, C. Gknou, & A. Mizumoto)

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Event date： 2018.6

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Kobe: Kobe Kokusai Kaikan  

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Event date： 2018.6

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Tokyo Kanda Urban Netwrok Conference  

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Event date： 2018.3

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Mail Park, Kyoto  

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Event date： 2018.2

Presentation type：Symposium, workshop panel (nominated)  

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Event date： 2018.1

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Osaka Station 3rd Building TOG  

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Event date： 2018.1

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Kadom Rumieiru Hall)  

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Event date： 2018.1

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：東大阪市教育センター  

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Event date： 2017.11

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Matsuyama University  

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Event date： 2017.11

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：No.4 Kohyo Primary School  

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Event date： 2017.10

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Kyoto Prefecture Education Center  

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Event date： 2017.8

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：セントノームホテル京都  

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Event date： 2017.8

Presentation type：Oral presentation (general)  

Venue：Nagoya, Nagoya Gakuin Univ.  

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Event date： 2017.8

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：河内長野市立文化会館ラブリーホール  

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Event date： 2017.8

Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：朝来市：和田山ジュピターホール  

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