Message from the Editor
Dear Readers,It may seem like forever since we have published, and you are correct. I apologizefor getting this issue out so late. The good news is, it has a lot of information!
What’s more, we are now 100% online, so will be no problems with old mailinglists from now on, and you get to see figures in color! Let’s get to a recap of thecurrent issue.
Our Feature Articles begin with Sayaka Sugimoto’s article on Comparisonof Students’ Expectations of CLIL and EMI, a solid piece of research giving us
insights into what students in these special programs think. Next, Olya Yazawa
focuses on Japanese Female College Students’ Fulfillment of Basic Psychological
Needs in English Classroom, in which she systematically characterizes differences
between student needs with native and non-native English teachers, and more!
Martin Hawkes provides our Research Digest section with his paper Using
Uptake Sheets as a Supplementary Data Collection Tool in Classroom Research.
This old introspective tool is shown to be useful in assessing the impact of explicit
instruction in his classes.
We have not one but three papers in Professional Development, and readers
should take note of each one! First is Armando Duarte’s paper on using theDirectory of Open Access Journals, a very useful tool for anyone publishing orwishing to access information for research in EFL. Next, the team of Thomas
Entwistle, Richard Ingham, and Etienne Marceau explain how they created
a community of learners in the form of teachers helping each other in an article
reading group, a peer observation system, and their own PD forum. Finally, a
subset of that team, Richard Ingham and Thomas Entwistle, give an excellent
recounting of what is involved in taking the Cambridge DELTA from their own
personal experiences.
1From the Editor

Moving on, our Opinion and Perspective section has five papers for yourreading pleasure. Yasushi Miyazaki gives us a deeply self-reflective account of his
journey to overcome anxiety and gain support and acceptance in a new teachingenvironment. Read his detailed autoethnographic account, Neurodiversity in a
Quasi-bilingual University in Japan. Claire Ryan takes a no-nonsense approach
to explaining how we teachers can address the circumstances and fears of first-year
students at university to ease them into college life more smoothly. Tim Stewart
then proceeds to enlighten us with his perspective on neoliberalism and teacher
agency, covering a plethora of ground and using the socioeconomic system as afoundation. Whether you’re at or nearing retirement age or just starting out inJapan, you should definitely give Greg Strong’s article on Japanese pensions aread. In it, he opens eyes to many resources. To round out this section, we have
Simon Timms, who uses a slightly older paper to review the use of corrective
feedback with different fluency levels of students.
In the Technology Matters section, we have a contribution from Tomoyuki
Kawashima on kick-starting health sciences majors to write during Zoom classes.
He used a technique called the D-I-E method (description-interpretationevaluation) which uses pictures from 14 countries to prompt their writing. This
ungraded lesson got students to notice cultural facts vs. opinions before their
medical English lessons.
Julia Kimura has reviewed Helen Sword’s 2017 book Air & Light & Time& Space: How Successful Academics Write, which is something perhaps we should
all take to heart in this academic world of publish or perish. Yoko Kobayashi haswritten The Evolution of Japanese Learners in Japan: Crossing Japan, the West andSouth East Asia, and Fleur Ogura does a nice job of reviewing Kobayashi’s 2018
perspective going back half a century. I intend to put this on my own reading list!
Equally enticing is Sayaka Sugimoto’s review of English-Medium Instruction inJapanese Higher Education: Policy, Challenges, and Outcomes (2017), by Annette
Bradford and Howard Brown. This book ties directly into her feature article inthis issue, much to no surprise, so you know her review is well-founded.
2OnCUE Journal, 14(1), pages 1-4

The issue is rounded out with two conference reviews. The first is by Steven
Taro Suzuki, who has nicely given us not just a perspective of a webinar put
on by the Research Center for Instructional Systems (RCiS) International.
Steven describes this first online conference experience of his, which involved
three speakers, but he goes a step further by comparing online and face-to-faceexperiences as well. The other review is by William Brooks and Anthony Young,
who wrote a joint review of the JALT 2022 conference, the first one that was held
face to face (hybrid, actually) since the COVID-19 pandemic began and forced
many conferences to go online.
Is that enough for you? Well, get to it and enjoy!

Glen Hill
Publications Chair and OnCUE Journal Chief Editor

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