Goals of the course

 

Students graduating in the 2015-2016 academic year have written theses about the following themes:

 

• Intrinsic Motivation and Extrinsic Motivation of English Learners

• The Relationship between Intercultural Communication Contact and Willingness to Communicate

• Influences among School Years on Motivation toward Learning English

• The Influence of Extroversion and Willingness to Communicate on English Test Peformance

• Japanese Student's Perception of English as World Englishes

• A Retrospective Examination of Japanese Students' Motivation and Demotivation in the Classroom

• Japanese Language Learners’ Motivation: Comparing Two Groups

• Investigating about Cause of Speaking Anxiety

• Learning Styles in Japan:How Areas in Japan Influence Students Learning Styles and Progress

• The Change in Motivation of Korean Language Learners

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Students graduating in the 2016-2107 academic year have written theses about the following themes:

• Relating EIKEN to CEFR Can-Do Descriptors

• The Relation between Personal Differences and Reading Ability in Second Language Acquisition

 

Research references

 

The following is a sample of research papers referenced by students in this seminar class:

 

Apple, M. (2013a). Using Rasch analysis to create and evaluate a measurement instrument for foreign language classroom speaking anxiety. JALT Journal, 35(1), 5-28.

 

Apple, M., & Aliponga, J. (2013). Intercultural communication competence and possible L2 selves in a short term study abroad program. In Aishah, M.K., Bhatt, S.K., Chan, W.M., Chi, S.W., Chin, K.W., Klayklueng, S., Nagami, M., Sew, J.W., Suthiwan, T., Walker, I. (Eds.), Knowledge, skills and competencies in foreign language education  (pp. 1-16). Singapore: NUS Centre for Language Studies.

 

Apple, M., & Neff, P (2012). Using Rasch measurement to validate the Big Five Factor Marker questionnaire for a Japanese university population. Journal of Applied Measurement, 13(3), 276-296.

 

Browne, C., & Wada, M. (1998). Current issues in high school English teaching in Japan: An exploratory survey. Language, Culture, and Curriculum, 11(1), 97-112.

 

Chang, M-M. (2005). Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.

 

Chiba, R., & Matsuura, H. (2004). Diverse attitudes toward teaching communicative English in Japan: Native vs nonnative beliefs. Asia University Journal of International Relations, 13(2), 97-118.

 

Chiswick, B. R., & Miller, P. W. (2008). A test of the Critical Period Hypothesis for language learning. Journal of Multilingual and Multicultural Development, 29(1), 16-29.

 

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Routledge.

 

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.

 

Council of Europe. (2004). Common European Framework of Reference for Languages:

Learning, teaching, assessment. Cambridge: Cambridge University Press.

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DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 493-533.

 

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.

 

Ellis, N. (1995). Vocabulary acquisition: Psychological perspectives and pedagogical implications. The Language Teacher, 19(2), 12-16.

 

Erlam, R. (2005). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9(2), 147-171.

 

Goto Butler, Y., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 "action plan." Language Policy, 4, 25-45.

 

Greer, T., Brandt, A., & Ogawa, Y. (2014). Identity in intercultural interaction; How categories do things. In R. Chartrand, G. Brooks, M. Porter, & M. Grogan (Eds.), The 2013 PanSIG Conference Proceedings (pp. 155-164). Nagoya, Japan: JALT.

 

Hagerman, C. (2009). English language policy and practice in Japan. Bulletin of Osaka Jogakuin University [Oosaka jogakuin daigaku kiyo], 6, 47-64.

 

Haggerty, J. F., & Fox, J. (2015). Raising the bar: language testing experiences and second language motivation among South Korean young adolescents. Language Testing in Asia, 5(11), 1-16. doi : 10.1186/s40468-015-0018-0

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Hiromori, T. (2005). Three factors that motivate L2 learners: From the perspectives of general tendency and individual differences. JACET Bulletin, 41, 37-50.

 

Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.

 

Karlin, O., & Nishikawa, M. (2009). Personality and study abroad success. In A. M. Stoke (Ed.), JALT2008 Conference Proceedings (pp. 300-313). Tokyo: JALT.

 

Kimura, Y., Nakata, Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan: A cross-sectional analysis of various learning milieus. JALT Journal, 23(1), 47-66.

 

Lewis, J. M. (1999). Intonation in theory and practice, revisited. TESOL Quarterly, 33(1), 37-63.

 

MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing Willingness to Communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545-562.

 

Mille, N., Pajares, F., & Herron, C. (2006) A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295.

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Ministry of Education, Culture, Sports, Science, and Technology (MEXT). (2015). Nihonjin no kaigai ryuugaku jyoukyou [The study abroad situation of Japanese people]. Retrieved from http://www.mext.go.jp/a_menu/koutou/ryugaku/__icsFiles/afieldfile/2015/03/09/1345878_01.pdf

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Mori, Y., Sato, K., & Shimizu, H. (2007). Japanese language students’ perceptions on kanji learning and their relationship to novel kanji word learning ability. Language Learning, 57(1), 57-85.

 

Murphey, T., & Jacobs, G. M. (2000). Encouraging critical collaborative autonomy. JALT Journal, 22(2), 228-244.

 

Neuliep, J. W. (2012). The relationship among intercultural communication apprehension, ethnocentrism, uncertainty reduction, and communication satisfaction during initial intercultural interaction: An extension of anxiety and uncertainty management (AUM) theory. Journal of Intercultural Communication Research, 41(1), 1-16.

 

Pennington, M. (1987). Acquiring proficiency in English phonology: Problems and solutions for the Japanese learner. Nagoya Gakuin Daigaku Gaikokugo Kyouiku Kiyo, 16, 1-19.

 

Pinget, A.-F., Bosker, H. R., Quené, H., & de Jong, N. H. (2014). Native speakers' perceptions of fluency and accent in L2 speech. Language Testing, 31(3), 349-365.

 

Rose, H. (2013). L2 learners' attitudes toward, and use of, mnemonic strategies when learning Japanese kanji. Modern Language Journal, 97(4), 981-992.

 

Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319-353). Cambridge: Cambridge University Press.

 

Sewall, A. (2013). Language testing and international intelligibility: A Hong Kong case study. Language Assessment Quarterly, 10(4), 423-443.

 

Shehedah, A. (1999). Gender differences and equal opportunities in the ESL classroom. ELT Journal, 53(4), 256-261.

 

Sheldon, A., & Strange, W. (1982). The acquisition of /r/ and /l/ by Japanese learners of English: Evidence that speech production can precede speech perception. Applied Psycholinguistics, 3, 243-261.

 

Shimo, E. (2002). Learning listening comprehension skills in English: The analysis of Japanese learners’ beliefs and its implications. The Language Teacher, 26(10), 15-18.

 

Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26(1), 1-58.

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Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 66-97). Clevedon, England: Multilingual Matters.

 

Watanabe, M. (2013). Willingness to Communicate and Japanese high school English learners. JALT Journal, 35(2), 153-172.

 

Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.

 

Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 54-66.