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PROFILE

ENHANCING JAPANESE ELEMENTARY
AND JUNIOR HIGH SCHOOL FOREIGNLANGUAGE EDUCATION
Our ongoing research, fuelled by last year’s research grant, delves into the theme of“Evaluation of Foreign Language Education Fostering Children’s Thinking,Judgment, Expressiveness and Autonomous Attitude in the Digital Age”
This multi-year endeavour aligns withTo address this challenge, a meticulousand its merits in an easy-to-understandthe significant changes unfolding inanalysis of Ministry of Education-way so that friends will want to go there.

Japanese education, particularly theapproved textbooks for elementary

revision of elementary schooland junior high schools was conducted.

The instructional process encompasses

curriculum guidelines, now entering

The analysis encompassed language

various stages, beginning with activities

its third year.

materials, topics, situations, language

designed to stimulate critical thinking

activities, tasks and achievement goals.

and facilitate learning. During theThe era of VUCA, marked by Volatility,

Commonalities were identified, leadingplanning/anticipation stage, students

Uncertainty, Complexity and Ambiguity,

to the creation of a Can-Do evaluation

engage in goal setting and achievement

has ushered in a period of profoundscale draft for establishing effectiveplanning, employing backward design

educational reform. The dominance ofconnections between elementary andto envision the final activity. ThisAI, DX and digital advancements

junior high school English education.

involves considering which country
they wish to explore, what activities

underscores the need for a substantial
paradigm shift in perspectives on

After the analysis, practical evaluation

they want to undertake and whether

learning, instruction, and evaluation.

activities, such as the presentation of

they can effectively express these ideas,

Japan stands at the forefront of thistravel guide posters, were introduced

recorded as videos for self-assessment.

transformative journey, with theacross different stages. The criteria for

current educational landscapeevaluation were systematicallyMoving to the monitoring/

demanding the most extensive

designed to progressively develop

implementation control stage, situatedpost-war reform.

students’ abilities. For instance, thein the middle of the learning process,topic “Introduction of a Country I Want

students exchange thoughts aboutto Visit” for sixth graders builds upon atheir chosen countries, familiarise

fifth-grade topic requiring students tothemselves with expressions andnot only introduce a country but also

engage in repetition of the targetedelucidate reasons for their desire tolanguage expressions and small talk.

visit and its benefits of traveling there.

Integration with social studies involves

Assessment connecting
elementary and junior highschools and units – using
Can-Do assessments

The 2020 academic year witnessed theintroduction of a new curriculum,

researching countries, their attractions

aiming to accelerate and formalise

The criteria are as follows: “I can makeand their features based on individual

English education in Japan. However,a travel guide and introduce a country Iinterests.

a notable challenge has surfaced

want to visit, the reasons why I want toconcerning the connection of foreign

visit it and the benefits of traveling

The use of sticky notes organises

language subjects from upper

there.” (1) It is still difficult to introduce

expressions, while video presentations

elementary grades into junior highcountries and reasons for wanting tointroduce the selected country and its

school foreign language education.

go. (2) I can manage to introduce areasons for exploration. Information

This transition often results in a decline

country and some reasons why I wantfrom travel agencies is connected toin student motivation, difficulty into go there. (3) I can introduce astudents’ final presentations, whichgrasping English concepts and, atcountry and reasons for going and its

include writing down theirtimes, a growing aversion to thebenefits of traveling there. (4) I canunderstanding, showcasing photos andlanguage.

introduce a country, reasons for going,evoking interest. Individual practice andPROFILE

249

best-suited learning are implemented

has sought to promote teacher

using ICT, with a specific emphasis on

as needed, leading to self-assessment

autonomy. They are: (1) Activity design:

the creation and utilisation of e-and goal adjustments.

“In the staged design of activities, areportfolios. Described as “learning

there any points where you madefootprints” of children, e-portfolios

The concluding reflection/self-reflection

improvements or felt challenges?” (2)serve as electronic records of the active

stage, marking the end of the learning

Implementation: “Looking back at thelearning process, allowing students toprocess, involves sharing thoughts

lesson, did the staged design ofreflect and connect their experiences toabout the chosen countries, utilising

activities function well?” (3) Student

future learning steps.

information and communications

observation: “Reflecting on the lesson,technology (ICT) to organise

were there insights gained throughexpressions and preferences. Studentsmonitoring students during thecreate travel guide sheets, read model

activities?” (4) Student reflection:across units, semesters and grades, ourtravel guide posters, select a country“Reading students’ self-assessment andaim is to refine and implement anand compose sentences.

comments, were there insights gained

approach to teaching and assessment

into students’ awareness of theusing e-portfolios, Can-Do statements

Prior to the final activity, studentsactivities?” (5) Student intervention:and performance evaluation.

observe demonstrations by their“Based on observations and students’This approach seeks to facilitate theteachers, make comparisons andreflections during the lesson, did you

development of students’ self-efficacy

evaluate demonstrations using rubrics.

intervene with students (or plan to)?”and competence, ultimately fostering

This stage aims to increase awareness,(6) Activity adjustment: “In theautonomous learners in the Japaneseculminating in the creation of a

implementation of this activity or theeducation system.

presentation memo and preparation ofdesign of the next activity, did you makepresentation materials on tablets, withadjustments to the stages (or plan to)?”Future directions

As we build our research and practicesThis comprehensive overview
encapsulates our commitment to

the option to create digital posters.
This approach aimed to create aenhancing Japanese foreign language

Engaging in interactive activities during

symbiotic relationship between teacher

education by combining rigorous

the final activity, students conduct

autonomy and student autonomy.

evaluation practices with innovative
pedagogical approaches, particularly inpeer- and self-evaluations, record
interactions, share them and continually

To further support teacher autonomy,

improve their skills. This comprehensive

the research emphasised three stages inapproach integrates reflection,

lesson design: Planning (anticipation),self-assessment and collaborative

Monitoring (observation) and Reflection

learning, fostering a holistic and(introspection). These stages focused

effective educational experience.

on developing teachers’ self-efficacy forthe dynamic landscape of the digital era.

tasks, fostering process-Foreign language education:
Learning orientationassessment and learnerteacher autonomy
Actual classroom practices werestrategically employed to assess theoriented/mastery goals and promoting
metacognition and self-evaluation.

E-portfolios to record
learning footprints

The Central Education Council’s

impact of the proposed evaluation. Theemphasis on ICT as a tool underscores

focus was on examining whether

the need for integrated approaches,

students’ self-efficacy, competence andsuch as individual optimisation using

autonomy increased through reflection

tablets and digital textbooks,

sheets based on Can-Do evaluation

collaborative learning and continuous

scales, performance assessments using

improvement of teaching throughrubrics and teacher reflections.

active, dialogical and profound learning.

The continued use of six key Can-Do

Our research project has focused onstatements in the design of activities

integrating teaching and assessment

Emiko Izumi, PhD
Professor, Assistant Dean
School of Education & Graduate
School of Education,
Kwansei Gakuin University
Tel: +81 798 52 4376
emiko@kwansei.ac.jp
http://www.izumi-lab.jp/easel.html
https://researchmap.jp/read0202610/?lang=en
https://kaken.nii.ac.jp/ja/grant/KAKEN
HI-PROJECT-18H00690/
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22H00684/