Yamakawa, Kenichi (Yasuda Women’s University)
As globalization becomes a common term worldwide, higher educational institutions are increasingly promoting study abroad programs.
Study abroad experiences are generally believed not only to help students gain higher language proficiency but to encourage their personal
growth. The process of personal growth is generally enhanced by giving students more opportunities to use the target language andinteract with local people. This implies that language proficiency and internal growth are closely related. However, while researchon the effects of study abroad programs on both language achievement and learners’ inner characteristics is accumulating, they are
examined separately in many cases. To provide educational institutions offering study abroad programs with accurate information of the
impact of education abroad, there is a need to further explore the relationship between the two. The present study reports the outcomeof a study abroad program in relation to the participants’ English proficiency and their internal transformation. Fifty-six second-year
university students who studied at three universities in the North America for about five months were examined. Their English language
proficiency was measured with the TOEIC Listening & Reading Test and TOEIC Speaking Test before and after the program. Likewise,
their internal transformation was measured with the BEVI (The Beliefs, Events, and Values Inventory: Shealy, 2015). The results
showed statistically significant improvements in the test scores of TOEIC L&R and Speaking regardless of the campuses. The BEVI
results showed there was an intricate characteristic among the campuses before and after the program. On the other hand, there was no
statistically significant relationship between the TOEIC test scores and BEVI scores. This may suggest that language proficiency andinternal transformation do not develop together, unlike some of the preceding studies (Miauw & Guo, 2021; Sarwari & Wahab, 2016;
Sevimel-Sahin, 2020). Some possible reasons for this discrepancy will be discussed.
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The Impact of Formative Assessment on Student Motivation in the Japanese university EFL classroom
Asakawa, Machiko (Komazawa Women’s University)
In recent years, formative assessment has attracted growing attention. Formative assessment is an ongoing process in which teachers andstudents engage as they work toward achieving learning goals. Research has shown that there is a positive relationship between formative
assessment and student motivation (Black & Wiliam, 1998; Cauley & McMillan, 2010). This research explored the impact of formative
assessment on student motivation in the Japanese university EFL classroom. For one semester, formative assessment was implemented
in 4 EFL classes, where students engaged in self-assessments and peer assessments using rubrics and success criteria. In the eighth/fifteenthclasses, students responded to a questionnaire about formative assessment activities in the classroom. Next, 60-minute semi-structured
interviews were conducted with 8 students, when the entire semester was over. The interview data was analyzed using the Modified
Grounded Theory Approach (M-GTA) to examine the students' motivational process and the influence of formative assessment. Basedon the analysis, 31 concepts, 5 subcategories, and 5 categories were generated, which produced the following hypothesis: formative
assessment enhances Japanese EFL learners' motivation, who tend to have anxiety about seeking one correct answer, by encouraging themto realize their learning steps, and to make connections in their learning. This process is promoted by building strong relationships withpeers, and the development of assessment capabilities. The results suggest that the following three factors influence student motivation:formative assessment 1) is evidence-based learning that allows learners to gain confidence, 2) provides opportunities to build strong peer
relationships, and 3) helps learners to be more autonomous in their learning. The results also reveal that students tend to have strong
assessment anxiety and a tendency to perceive feedback as giving criticism, which may cause a reluctance to peer assessments. Based onthese findings, theoretical and practical implications are discussed in relation to assessment practices.

Day 1

The Relationship Between Japanese EFL Learner’ English Language Proficiency and Their Internal
Transformation in a Study Abroad Context

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Regular Presentation

Day 1, 13:30-13:55, Room 410 (Research Paper)

Day 1

Regular Presentation

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Day 1, 13:30-13:55, Room 503 (Research Paper)

The Process from Non-Participation to Peripheral Participation in a Repeating English Course
Minematsu, Kazuko (Atomi University)
The purpose of this study is to explore how scaffolding helps a student move from non-participation to peripheral participation in a
repeating English course. The student focused in this study initially did not utter a single word in either English or Japanese in the classroom,and did not respond to the questions in class nor during pair work activities. However, she was able to have a conversation with the teacher
after class. This study analyzed the student’s transformative process from the perspective of community of practice, based on the following
qualitative data: (a) her written responses to prompts in class, (b) conversations between the student and the teacher after each class, and(c) teacher’s observation notes of student behavior. Since the student was able to express her opinions clearly and fluently in writing, theteacher read aloud the written answers in class. Since then, the student began to participate peripherally in classes not through “spoken
words” but through “written words.” This study reveals that appropriate scaffolding sensitive to the learner’s zone of proximal
development helped her increase the degree of participation in the classroom activities. This study also reveals that the student’s writing
skills in English helped the learner express her opinions when she had some psychological difficulty in speaking. In the end, she was able
to confidently give an oral presentation in English in front of the teacher. Having the student gain confidence in communicating in English
little by little opened up the possibility of interacting with others in a subsequent semester.
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The Relationship Between Students’ Interest in Reading Materials and Reading Ability
Iida, Tsuyoshi (Doshisha Women’s College of Liberal Arts)
It is not an exaggeration to say that success in reading class depends on students’ interest in reading materials because students get involved
in reading if they become interested in reading materials. This study examined what subject matters in reading materials rouse students’interest. It also investigated the relationship between students’ interest in reading materials and reading abilities. A total of seventy-fivefemale university students participated in the study. The students took the Extensive Reading class in the spring semester and read various
reading materials. The materials were selected in line with the educational philosophy of the university and the department. The students
read the Japan Times’ and New York Times’ articles whose topics include migrants on the “death train,” a Napalm girl, Hibakusha’s
responses to the G7 Hiroshima Summit meeting, a Japanese woman in the world of international finance, Myanmar’s resistance, guns in
the US, and teenagers in the West Bank. They also read one chapter of Ann of Green Gables. A questionnaire was employed to investigate
students’ interest in reading materials, their evaluation of the materials in class, and their views on reading. Quantitative and qualitative
analyses including factor analyses were used. Interest in reading materials was compared with two groups of different reading abilities.
The selected reading materials were analyzed based on seven perspectives of subject matter: womanliness, futurity, internationality,
indigenousness, sociality, currentness, and authenticity. The results showed that students had a relatively strong interest in these materials
because of the seven perspectives, even though they found it difficult to read. Also, there were not any significant differences in interest in
the reading materials between the two groups, which suggests that regardless of reading ability, students actively engaged in reading
because reading materials aroused their interest in reading.

Developing Language Appropriateness in Collaborative Dialogue

According to Sociocultural Theory, languaging is a proven source of second language learning where knowledge building takes place(Swain, 2006). When learners discuss the target language, their understanding of the language can be developed by functioning their selfmonitoring. For Japanese learners of English as a foreign language, it is difficult to use appropriate expressions according to the context.
The researcher thought that learners might obtain more appropriate expressions by collaborating where they can discuss their ideas ofexpressions. The research investigated whether pursuing contextual appropriateness in collaborative dialogue could affect theappropriateness of English production. The researcher conducted a video-making activity in an English class. The participants arecomprised of 85 first-year technical college students (KOSEN students) aged from 15 to 16 in two classes whose English proficiency
ranged from beginner level to intermediate level. The students were divided into small groups of 5 to 6 members and made their original
skit whose theme was “What they can do for SDGs as a future engineer.” In the process of making a script, they were instructed to discuss
to modify their scripts. Every group discussion was recorded with IC recorder for 10 minutes. First, 16 group dialogues were transcribedand analyzed to see whether group members pursued contextual appropriateness in each episode. Afterward, their English oral
performance in the videos was analyzed with a five-point scale for overall appropriateness. The result showed that pursuing
appropriateness of language use in collaborative dialogue had a statistically significant effect on the appropriateness of the oral performanceas production. The findings suggest that context consideration prompts learners’ self-monitoring as a way to acquire a better understandingof the expressions so that they can convey their messages more appropriately.
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Evaluating ESL Pedagogy on YouTube: A Mixed-Methods Study of Viewership and Communicative
Competence
Wakayama, Norio (Shobi University (Tokyo Kasei University: Part time))"Evaluating ESL Pedagogy on YouTube: A Mixed-Methods Study of Viewership and Communicative Competence" seeks to unravel theimpact of YouTube's viewership on the educational quality of ESL content, focusing on three prominent channels: Rupa Sensei, Speaking
With Vanessa, and English with Lucy. This research hypothesizes a correlation between the number of viewers and the effectiveness ofcontent in fulfilling ESL learners' communicative needs. Employing a mixed-methods approach, the study uses KH Coder 3 forquantitative linguistic analysis, alongside qualitative evaluations based on Littlewood's communicative competence criteria and Stern's
educational frameworks. A meticulously selected sample of 50 videos from each channel, published within the last two years, serves as
the data source, ensuring relevance and diversity. The analysis aims to dissect linguistic patterns, vocabulary usage, thematic content, andgrammatical structures, supplemented by a qualitative assessment of pedagogical methodologies. Preliminary findings suggest a nuanced
relationship between viewership numbers and pedagogical effectiveness, highlighting the channels' varied contributions to enhancing
communicative competence among ESL learners. Conclusively, this study underscores YouTube's potential as a formidable ESL resource,
advocating for its strategic integration into language learning curricula. The insights derived promise to refine digital pedagogical strategies,
fostering a more engaged and effective language learning environment.

Day 1

Ichikawa, Yuri (National Institute of Technology, Toyota College)

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Regular Presentation

Day 1, 13:30-13:55, Room 505 (Research Paper)

Day 1

Regular Presentation

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Day 1, 13:30-13:55, Room 511 (Research Paper)

Observing Group Emotions in Language Classroom Collaborative Tasks
Marx, Nicholas (Ritsumeikan University)
Group emotion, or collective affect, is reflected in the interplay between the group's characteristics that influence individuals' emotions andthe impact of individuals' emotional states on the overall group dynamic (Barsade & Gibson, 1998). Group emotions have been examinedin other research fields, such as psychology, sociology, and organizational science (Menges & Kilduff, 2015). While some language
learning research has indirectly looked at aspects of group emotions, none have inquired about the specific factors particular to group
emotions. This presentation will discuss an ongoing study on emotions and groups in the university English language classroom in Japan.
Observations examining group member interactions during classroom tasks will be analyzed to determine types of interaction and task
engagement, as well as nonverbal cues of anxiety. These observations were used in stimulated recall interviews addressing interactions
and emotions during group work. These interviews give indications of the emotional perceptions of group members during group workin language classrooms. Results will be shared during this presentation on how individual emotions during group work interactions mayhelp in constructing group emotions and classroom atmosphere. I will draw upon the findings to suggest how task choice and classroom
contextual factors may shape the overall emotions in the language classroom.
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Exploring Interdisciplinary Relationships Between English and Nursing Subjects From the Perspective From
Grades and Psychological Factors
Inada, Takako (Japan University of Health Sciences)
The study aims to significantly enhance the quality of education, particularly in the relationship between English language learning andnursing subjects. By investigating the potential correlation between performance and psychological factors in English classes and nursing
subjects, the research seeks to uncover influences on nursing students. The ultimate goal is to inform innovative approaches to pre-entry
education and post-entry learning guidance. Conducting a quantitative study, the research posited a hypothesis that students exhibiting
motivation, autonomy, confidence, a growth mindset, and diligence in English classes may also excel in nursing subjects. Linear multiple
regression analysis utilized five independent variables representing students' psychological aspects (measured via a 5-point Likert scalequestionnaire) in both English and nursing subjects and test scores in each subject as the dependent variable. The study involved 47 out of
75 sophomore students at a Nursing University. Cluster analysis results revealed a significant correlation between good performance inEnglish and nursing subjects (40%), as well as poor performance in both subjects (41%). This partially substantiates the hypothesis. Linear
multiple regression analysis revealed that confidence emerged as a predictor of test scores in English, while a growth mindset played acrucial role in predicting scores in nursing subjects. The distinction in predictive factors suggests that as students start studying nursing
studies at university, a growth mindset becomes more influential in academic success, whereas confidence is relevant in English, possibly
due to the longer exposure to English education since junior high school. The psychological factors that showed significant correlations
with grades differed between English and nursing subjects. The study concludes that further research is imperative to unravel theunderlying reasons for these results. By deepening our understanding of the interplay between psychological factors and academic
performance, educators can tailor interventions to foster holistic student development in both English and specialized subjects.

A Needs Analysis of Students Preparing for the Speaking Section of the IELTS"Preparing for the speaking section of the IELTS test can be a daunting task for many Japanese students due to their lack of speaking
practice in general and more specifically, their limited exposure to British English. Moreover, these students sometimes show a lack ofawareness of their strengths and weaknesses as tested through the framework of this exam. A questionnaire administered during the 2022
academic year found that students were anxious about the use of British English throughout the entire test, but especially in the speaking
segment due to the interviewers’ British accents. Moreover, they expressed concern about the dearth of IELTS preparation courses. To
help students with these issues we designed 3-day intensive IELTS preparation courses focusing on these needs. Through simulated
interviews with native British, Australian, and American speakers of English, we exposed students to a variety of different speaking styles
and assisted them in identifying their actual strengths and weaknesses. Feedback from the interviews conducted during the 2023 summer
course indicated three areas where most students had difficulties. Firstly, students were unable to ""hedge"" or ""soften"" their answers
which made them seem abrupt or rude. Secondly, they lacked internalized phrases to politely request clarification from the interviewers,
and finally, they struggled with maintaining the sustained speech needed in the second section of the speaking test. During future courses,
we aim to provide direct instruction in preselected targeted formulaic sequences to improve IELTS students’ oral fluency and ability tomaintain sustained speech. Post-course questionnaires, interviewer feedback, interview recordings and analysis will all be used to evaluate
this methodology. Results from these may indicate if the use of formulaic sequences had any effect on both students’ speaking performanceand their overall confidence in their speaking ability."-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 14:00-14:25, Room 504 (Research Paper)

Learner Perceptions of Self-Regulated Academic Vocabulary Learning
Mathieson, Paul (Nara Medical University)
Being able to understand and use English academic vocabulary can have a tremendous impact on learners’ success in higher education(Daller & Xue, 2009). However, for both learners and teachers, finding suitable learning materials to support academic vocabulary growth
can be challenging. This presentation addresses the findings of a mixed-methods study (combining interview, questionnaire, andvocabulary knowledge test data) which evaluated the extent and effectiveness of a cohort of Japanese university students’ self-regulated
academic vocabulary learning. In addition to examining the extent of these learners’ overall vocabulary learning strategy (VLS) use, theresearch also addressed learner views about a fictional graded reader series that was specifically created to support Japanese learners’
academic vocabulary learning. The graded reader series follows the life of a fictional Japanese university student and her very unusual
friend, and it includes systematic recycling of all 570 items from Coxhead’s (2000) academic word list (AWL). Using Zimmerman’s(2000) cyclical model of self-regulated learning, we found that all of our learners engaged in strategic planning, evaluation, and use of
VLSs that aligned with their immediate needs (passing tests that focused on productive use of AWL items). Furthermore, learner feedback
about the graded readers revealed that although they all found the story interesting and engaging, not all of them considered the graded
readers to be helpful for academic vocabulary learning. Accordingly, this presentation will address how our findings can be applied toteaching and learning academic vocabulary – with a particular focus on helping learners to understand the benefits that can be gained fromrepeated and meaningful encounters with academic vocabulary in graded or adapted reading texts. This will also include a discussion of
the possible risks and rewards of using AI-generated texts to support academic vocabulary learning.

Day 1

McCrohan, Gerardine (Kagawa University)
Perkins, Gareth (Kwansei Gakuin University)

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Day 1, 14:00-14:25, Room 411 (Research Paper)

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Regular Presentation

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Day 1, 14:00-14:25, Room 505 (Research Paper)

It is Necessary to: Functions of Lexical Bundles in Argumentative and Published Academic Writing
Sawaguchi, Ryo (Graduate School of Kansai University)
This study investigated the functions of recurring word clusters, namely lexical bundles (e.g., on the other hand, at the same time) in L1
English opinion-based and source-based argumentative essay corpora and how they relate to the lexical bundles in published academic
writing (Academic Formulas List). Although argumentative essay writing is one of the most common genres in English for General
Academic Purposes (EGAP), lexical bundles under this genre and their application to English for Specific Academic Purposes (ESAP)
have not been examined. To address this issue, I analyzed the 200 most widely used lexical bundles in opinion-based and source-based
argumentative essays. Essays by L1 English speakers in The International Corpus Network of Asian Learners of English (ICNALE) andthe Louvain Corpus of Native English Essays (LOCNESS) were compiled as opinion-based essay corpora, while the Michigan Corpus
of Upper-Level Student Papers (MICSUP) was used as a source-based essay corpus. The results showed that opinion-based essays containmore “stance” bundles (bundles that express the writer’s stance on the topic, e.g., I am sure that, it is necessary to) than source-based essays.
Meanwhile, source-based essays have more “referential” bundles (bundles that refer to specific objects, e.g., in the case of, on the part of)than opinion-based essays. The referential bundles are the most widely shared bundles in both essay types, and these “core” argumentative
bundles were closely associated with published academic writing in terms of frequency. Finally, this study discussed pedagogicalimplications for teaching and materials development in English for Academic Purposes (EAP).
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Promoting Recursive Language Learning in Japan:
An Examination Based on the Course of Study Using Instagram
Yoshieda, Megumi (Aichi Shukutoku University)
Universities in Japan started adapting to the new Course of Study (CS) implemented by MEXT (2020). A growing emphasis of the CS
on nurturing communicative competence is embedded in the learning objectives and the proposed language activities (Yoshida, 2023).
This study addresses the challenge university educators face in evaluating incoming students’ language proficiency according to the CS“can-dos” and designing curricula to enhance their communicative abilities. The study proposes a short group activity aimed at promoting
students’ “can-dos” within a framework of the CS. Using Instagram as a tool, students engage with social topics, fostering metacognitive
skills such as writing, discussing, presenting, and repeating through communication. The effectiveness of the activity was analyzed at a
private university in Japan. Participants of the study (N=65) are from various English courses and majors, along with a guest instructor.
The 13-minute activity included group work, pair work and class presentations, aligning with the recursive characteristics of the CS.
Surveys and interviews were conducted to assess the effect of the activity on learning outcomes. High-frequency expressions indicated apositive perception of the activity mainly due to students’ familiarity on Instagram, which reduced production difficulties. Group work
appeared to enhance noticing language patterns, which were reinforced through weekly repetition. Evidence of improved understanding
emerged over the semester through repeated communication. Multiple students reported that they “can” exchange their preferences onsocial topics without relying on conversation templates provided in the activity. Notably, students and the instructor expressed a sense of
autonomy in the learning environment during interviews. Finally, the study discusses potential modifications to the activity worksheet toscaffold learning and apply it to diverse educational contexts. This study contributes to the research on language teaching methodologies
by demonstrating the effectiveness of integrating Instagram into language learning practices to nurture communicative competence.

Strategies for Enhancing the Validity and Reliability of Peer Assessment of Speaking

Peer assessment is an essential component of effective formative assessment; helping students understand the what, how and why of theirlearning, and equipping them with the skills necessary for future independent learning. Peer assessment helps students become learning
resources for one another, free of the constraints and anxiety of a traditional teacher / student interchange. As the receiver benefits fromgaining advice and comments in a way both students understand, the peer assessor benefits as they become more familiar with expectationsof good work. However, ensuring that students implicitly understand language learning objectives and what constitutes good spoken
English is challenging. Even more demanding is equipping students with the communication and language skills necessary to sharespecific and formative feedback with their peer. The assessment of speaking complicates matters further still, as after speaking the language
used becomes abstract, remembered, and decontextualized. Due to these issues, the validity and reliability of peer assessments of speaking
is often criticized. This presentation describes the different stages of an action research project that explored the use of numerous strategies
for assisting peer assessment of speaking, including interactive videos; student and teacher assessment negotiation; calibration activities;
self-reflection; and others. Qualitative and quantitative data were collected in an emic approach via student and teacher reflective journals,
classroom materials, and teacher and peer assessments. Qualitative data were analyzed inductively and triangulated with quantitative data
analyzed via the Rasch model. The presentation will describe this research process, and based on the findings, share ideas on numerous
strategies for enhancing peer assessment in the classroom. Practical discussion will illustrate how the research can be adopted and utilizedby audience members with whom it resonates.
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Links between Grammar and Language Functions in English Textbooks
Nakazumi, Yukiharu (Kagawa University)
The main purpose of this study is to examine how grammar and language function could be dealt with correlatively. The Course of Study(CS) has emphasized that “grammar instruction should be given as a means to support communication through effective linkage withlanguage activities” (MEXT, 2023). In fact, English textbooks for the revised CS have various kinds of language activities focusing on
certain grammatical items. The CS also puts further emphasis on language-use functions with additional items such as empathizing or
persuading. When learners work on language activities, they need to consider and choose which language function to use for smoothercommunication. In this sense, grammar and language functions should not be dealt with separately. In this study, examples from thesections of English grammar and of language-use functions, and models shown in language-use exercises were collected, analyzed andcategorized. Data were collected from forty-one sets of English textbooks for the former CS (English Expression I/II and Communication
Eigo I/II) and thirty-five sets for the new CS (English Logic and Expression I/II and Eigo Communication I/II), with three different seriesof ELT textbooks focusing on grammar in context. Descriptive statistics, multivariate analysis and residual analysis were mainly used fordata analysis. Results indicated that textbooks for the new CS tend to have more sections for language functions while a few have nogrammar sections. They also showed a number of correlations, including between gerunds and expressing joy or desire, or between
participles and describing. In addition, it was suggested that all the major grammatical items can be applied to language-use functions of
explaining and giving reasons.

Day 1

Wilkins, Simon (Tokai University)

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Day 1, 14:00-14:25, Room 511 (Research Paper)

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Regular Presentation

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Day 1, 14:30-14:55, Room 505 (Research Paper)

Critical Thinking Through Art in the EFL Classroom
Swanson, Mark (Yamaguchi Prefectural University)
Art is an under-utilized resource in foreign language education. By design, art naturally invites deep thought and encourages the types ofthinking that are essential for critical thinking (CT), namely, asking thoughtful questions, exploring new perspectives, and making
connections. For this study, a three-step process was created for analyzing artworks in which students: 1) observe: describe the details thatthey notice; 2) investigate: formulate questions about aspects of the artwork that they wonder the meaning about; and 3) interpret: form an
opinion about the meaning or message of the artwork and their reasons for thinking so. In this way, students analyzed a total of six paintingsby different artists throughout the semester. In addition to this recurring activity, students created original artwork to share with classmates.
This paper proposes that art content is well suited for developing students’ disposition to think independently, formulate questions, andexpress their unique ideas. Furthermore, it seeks to test the claim by Tishman and Palmer that CT developed in the context of art cantransfer to non-art contexts. Two methods of data collection were utilized: Quantitative data was collected using a pre-post design task inwhich students were asked to write critical questions about a news story, and qualitative data was collected about the art activities via astudent survey. According to the quantitative data the majority of students became more proficient at formulating questions. Moreover, thesurvey results indicate that most of the students perceived the art activities to be worthwhile as well as useful for improving their English
proficiency, among other findings. Overall, the results from this study suggest that art content may be effective for promoting CT andsuitable for CLIL and other similar educational approaches.
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The Effectiveness of the English Pronunciation of Self-Learning System to Improve English Phonemes
Nishio, Yuri (Meijo University)
Joto, Akiyo (Prefectural University of Hiroshima)
Tatsumi, Toru (Gifu University)
Rogers, James (Meijo University)
Although English phonemes are different from Japanese phonemes, Japanese learners of English tend to replace the English phoneme /v/
with the Japanese phoneme /b/, or to substitute the English phoneme /æ, ʌ/ for the Japanese /a/. Such incorrect pronunciations can bemisleading in some contexts. In the teaching of pronunciation, technological developments can have a significant impact on the way
English pronunciation is taught. In this study, we developed an ICT self-learning system to improve the English pronunciation of Japaneselearners. The system features native video and audio, audio description, real-time video, and recordings of learners' pronunciation. The
purpose of this study was to investigate the extent to which these supports are useful in correcting pronunciation for English phonemes.
Japanese university students participated in this experiment. Four sessions were conducted: pre-recording, training, post-recording, and aquestionnaire about the ICT system. In the pre-and post-recording sessions, participants recorded themselves pronouncing the target wordon the screen. After recording, the recording was automatically uploaded to the server by pressing the "Post" button. During the training,
the participants watched their own video and listened to themselves as they watched a native speaker's video and listened to an explanation
about how to pronounce it in Japanese. Researchers analyzed the participants' pronunciation both aurally and by measuring VOT durationand vowel formants using software called Praat. A comparison of the improvement in pronunciation before and after the recording showedsignificant improvement. The results of the questionnaire indicated that the participants were satisfied with the self-learning system, notingthat the support, especially the videos of native speakers, sound explanations, and self-videos, were effective in improving pronunciation.

Improving Communicative Competence Through Verbal and Non-verbal Modalities

For effective communication, both verbal and non-verbal modalities are important as they interact in dynamic ways (Gregersen et al.,2009), but it is often difficult to have enough practice to improve communicative competence in English language classrooms at university
in Japan. This study aimed to improve second language (L2) learners’ communicative competence consisting of both verbal and nonverbal communication (NVC) skills, through presentation practice using an online video platform, “Flip”. The participants were 68
Japanese students from two English speaking classes at a national university in Japan. Three research questions were generated: (1) Does
giving a presentation on video improve L2 learners’ communicative skills?; (2) Does observing classmates’ video presentations improve
L2 learners’ communicative skills?; (3) Does giving feedback to classmates improve L2 learners’ communicative skills? During the twomonth course, the participants videorecorded and uploaded five 3-minute English presentations on different topics on “Flip”. Students
were required to practice at least four times for each presentation before videorecording it. They were also encouraged to watch as many
classmates’ videos as possible and give detailed written feedback regarding verbal (e.g., vocabulary, pronunciation) and non-verbal (e.g.,eye contact, gestures) aspects of each presentation. Pre- and post-presentation tests were conducted, and the students’ performances wereassessed according to assessment rubrics developed by the authors. The results showed that all 68 students improved their verbal scores
while 60 improved their NVC scores. Multiple regression analysis revealed that the frequency of feedback concerning NVC aspects wasa significant predictor in improving their use of NVC aspects (β=.39; p<.05.) while frequency of watching classmates’ presentation videos
was not. The results indicate that the more students give detailed written feedback to classmates about their use of NVCs, the more thestudents’ own NVC skills will improve. Details and results of the study will be discussed.
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Did English Proficiency Improve? - Preliminary Analysis of TOEIC IP Scores (1999-2023)
Ueno, Yukie (Hokkai Gakuen University)
This study aims to find out why the students' scores on a standardized test went up. The 1st and 2nd year students taking a TOEIC
preparation class took the TOEIC Institutional Program (TOEIC IP) L&R tests every year over the past 25 years, from 1999 to 2023, at a
private university in Sapporo, and 1,232 is the total number of scores accumulated. In this presentation the author will 1) present thestatistical data of the accumulated TOEIC IP L&R scores; 2) try to find out any significant changes in the scores in the past 25 years; 3) if
any change would be seen or not seen, find the reasons. The statistical data of this university shows that since 2010, the average scoreshas been almost always above the overall average (414). For example, the average score was 458 in 2010, 460 in 2011, 427 in 2012,and so on, whereas the average score was 397 in 2009, 390 in 2008, 358 in 2007. To find out the possible reasons why the averagescores were on the rise starting 2010, the author constructed the following research questions: 1) Did the Government Curriculum
Guidance (GCG) affect students' English proficiency? 2) Did the change in teaching style and curriculum at the university affectstudents’English proficiency? 3) Did online teaching materials have an effect? So far, the author found that the year of 2010, when the
average score began to rise was ten years after the GCG described ‘practical communication skills’ as the purpose of learning English andEnglish became a compulsory subject at JH and SH. The author hopes this presentation will help the audience to think about the past ofEnglish education environments and to discuss the future of English education in Japan.

Day 1

Nagasaki, Mutsuko (Dokkyo University)
Armitage, Kristin (Kyoto Tachibana University)

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Day 1, 16:30-16:55, Room 411 (Research Paper)

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Regular Presentation

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Day 1, 16:30-16:55, Room 505 (Research Paper)

Trajectories and Cross-Lagged Relations Between Engagement and International Posture for Japanese
University Students in CLIL
Nishida, Rieko (Osaka University)
The present study focuses on Japanese university students’ engagement (behavioral, social, emotional and cognitive) and international
posture (approach, vocation, news and topics) in CLIL. In CLIL course, Global Studies was offered to emphasize the interdisciplinary
study of global perspectives and micro-processes. In CLIL courses, content materials offered to students to open up their mind to
globalization, and students had to discuss their critical perspectives on globalization. The study was conducted during the fall/wintersemester of 2023, and 110 university students participated. The online version of the questionnaire was administered on Week 4 (Time 1)
and Week 11 (Time 2). The research questions were to identify some trajectories and changes of learners in CLIL in relation to engagement
and international posture (RQ1), and to investigate the cross-lagged relations between engagement and international posture at Time 1 andTime 2 (RQ2). For the first research question, descriptive statistics and paired t-tests revealed that there were no significant differencesamong most of the factors except for social engagement. Social engagement showed decline at Time 2. For the second research question,strong correlations were observed between emotional engagement (Time1/Time2) (r=.611), IP-vocation (Time1/Time2) (r=.740), and IPapproach (Time 1/Time2) (r=.701). Then, the Cross-Lagged Panel Model revealed and the strong path was observed from engagement(Time 1) to engagement (Time 2) (with the path coefficient of .66) and also the strong path was observed from international posture (Time1) to international posture (Time 2) (with the path coefficient of .81). Also the path was drawn from international posture (Time 1) toengagement (Time 2) and a positive path was observed (with the path coefficient of .15). In the presentation, the details of the implicationof this study will be described.
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Effects of In-Class Online Exchange Activities Between Japanese and Taiwanese Students
Maekawa, Yoko (Okayama University of Science)
In 2020, the worldwide pandemic of COVID-19 accelerated the shift toward online education using various platforms and social
networking service. As a result, study abroad or cross-cultural experiences became more convenient and available even for students whoare hesitant of going abroad or under financial difficulties. Online platform also enabled to communicate with people abroad even during
a class time if there was not a big time lag. Therefore, the author decided to conduct in-class online exchanges between her English course
and one in a university in Taiwan. We, instructors, expected that several occasions of virtual exchange would affect students’ attitude tolearning English. The online exchange was conducted three times during a semester. Students communicated in breakout rooms twice,
and they made presentation movies, posted on a social networking group site, and made comments to each other. The author conductedsurvey before and after those exchanges. From the quantitative result, Japanese students showed increase in motivation while Taiwanese
students’ motivation declined after the cultural exchange. The qualitative survey result revealed that Japanese students noticed the gap pf
English level between themselves and Taiwanese students. Japanese students mentioned that they were surprised with the high proficiency
level of Taiwanese students, but it seemed to trigger them engaging in learning English more autonomously. On the other hand, Taiwanese
students could enjoy communicating with Japanese students, but it did not motivate them to learn English more.

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Exploring Language Teacher Identity and Agency

This study investigated, through narrative inquiry, how a Japanese secondary school English teacher constructed and negotiated her
identity in relation to her agency across time and space. The study used a phenomenological case study approach that explored the teacher's
lived experience, drawing on the post-structural theories on teacher identity and agency. The oral narratives were gained through three indepth iterative interviews, each with a specific purpose: focused life history, contemporary experiences, and reflection on the meaning.
Positioning analysis was used in order to understand how her identity positions supported or limited her ability to act in her narratives.
Three themes emerged from the analysis: investment in imagined future, constructing identity as a member of the school community, andconstructing identity for transforming English education. The results of the study were as follows: Her identity construction and agency
were multifaceted and context dependent in complex ways, displaying the inter-related social context of the micro (her teaching practices),
meso (the school environment), and macro (broader ideological, societal contexts) levels. Her identity construction interacted with heragency, which was both individual and collective: individual in her love for learning and teaching English, her strong belief incommunicative English teaching, her teaching philosophy, and her future goals, and collective in her interaction with her students,
colleagues, and the available support networks. She constructed her English teacher identity by exercising her agency as shaped by thepast, present, and future. Her English teacher identity and her exercise of agency were shaped by her outstanding linguistic and teachingcompetencies, obtained from the accumulation of cultural capital. Her English teacher identity was multiple and a site of struggle as shownby her conflicts and dilemmas through her narratives, and changed over time according to the school environment.
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Improving Spoken English Through AI: Reviewing Current Research
Carney, Nathaniel (Kobe College)
The emergence of voice-enabled AI tools, such as ChatGPT 3.5 and 4, is offering learners new opportunities for L2 spoken interaction.
With the rapid development of AI voice-chatbot applications and some schools beginning to test these applications in classrooms, the needto understand this area of research has become apparent. However, to date, there are few comprehensive reviews of how AI voice-enabled
chatbots and other AI speech tools have been utilized to enhance learners’ L2 oral abilities. In this presentation, I review research studies
from 2016 to 2024 that report on the use of AI voice-enabled chatbots for improving spoken abilities in foreign languages, primarily
focusing on L2 English learning. The review includes 26 articles published in academic journals between 2016 and 2024, all of which
involve tools with integrated artificial intelligence functions related to improving users’ L2 speech. In this review, I will discuss the AI tools
used in each study, the number of participants, the target language, and the findings from each study. Additionally, I will present examples
of some of the AI tools used in various studies to provide the audience with a clear understanding of how these tools operate and comparewith one another. I conclude the presentation by identifying current benefits, limitations, and factors considered important for the successful
use of AI tools for L2 spoken language development. It is hoped that this review will serve as a valuable resource for teachers andresearchers interested in exploring the potential of AI applications for enhancing learners’ spoken English.

Day 1

Saito, Takaharu (Ryutsu Keizai University)

Regular Presentation

Day 1, 16:30-16:55, Room 511 (Research Paper)

Day 1

Regular Presentation

一
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Day 1, 17:00-17:25, Room 411 (Research Paper)

A Longitudinal Study of English-Speaking Development and Motivation: An Analysis of Fluency, Complexity
and Accuracy
Mochizuki, Keiko (Tokyo University of Foreign Studies)
The purpose of this presentation is to examine how learners develop in terms of Complexity, Accuracy, Fluency, and Motivation using theEnglish Conversation Learner Corpus. An overview of the longitudinal corpus of English conversation learners as follows. The twolearners in this study, have continued to take one-on-one English conversation lessons remotely once a month for 30 minutes from theirfirst year of high school to their third year of university. All English conversation lessons were recorded and used to construct a learnercorpus of English conversation. Results of the analysis are as follows: First, both learners show a growth in "complexity" while a decreasein "accuracy" was observed. There was a negative correlation between complexity and accuracy, suggesting that accuracy was impaired
as complexity increased. Furthermore, through interviews with two learners, it was shown that continuous English conversation lessons
were also effective in "increasing confidence" and "reducing tension". The main motivations in continuation were found to be categorized
as Ideal L2 Self and L2 Learning Experience in Dörnyei's (2005) L2 Motivational System.
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A 14-Year Longitudinal Record of Actions Taken and Changes in TOEIC Scores at a Japanese University
Wilson, Ian (University of Aizu)
Perkins, Jeremy (University of Aizu)
Heo, Younghyon (University of Aizu)
Kaneko, Emiko (University of Aizu)
We discuss measures taken to achieve a 210-point improvement in the TOEIC LR Institutional Program over the past 14 years, startingfrom Academic Year (AY) 2011, at the University of Aizu. Students are all Computer Science majors and have been required to write andpresent undergraduate theses in English since the university's 1993 founding. When the TOEIC was first implemented, there was nominimum required score, and the AY2011 mean (350) indicated that the test was not taken seriously. To put that number in perspective,
the 2021 mean TOEIC Listening and Reading score for 17,491 undergraduate Information Science majors in Japan was 469. For all
384,260 undergraduates who took the test, the mean score was 501. In our AY2014 application for Top Global University funding, amodest TOEIC goal was set: 50% of undergraduate and 80% of graduate students scoring at least 500 points by the end of the 10-year
program. One advantage of being a small university is that professors and administrators in various departments could work together toimplement changes that positively affected the TOEIC scores. From AY2018, entering students were required to score 400 before being
allowed to advance to 3rd year. Under this extrinsic motivation, the mean TOEIC scores of freshmen and sophomores immediately began
to rise, from 431 in AY2018 to 483 in AY2020. However, it was apparent that many students were stopping after clearing that 400 barrier,and over 20 measures were taken to ensure that they set and achieved higher goals. One of those measures was requiring students to takethe TOEIC in 3rd- and 4th-year English elective courses. In this presentation, we describe all the actions taken over 10 years and thechanges in TOEIC from an AY2011 mean of 350 to an AY2023 mean of 560.

A Longitudinal Study of Japanese University Students’ EFL Motivation

Although sustained learning behavior is required in SLA, long-term motivation has received little attention in L2 research (Dornyei, 2020).
The currently available studies show that Japanese university students' motivation for learning English fluctuates over time, affected bymany internal and contextual factors (Kikuchi, 2015; Yashima & Arano, 2015). Additional detailed research is necessary, however, tounderstand the change in students' motivation over their four years on campus. This study will explore how Japanese university students'
motivation to learn English changes over four years, drawing on the framework of the L2 Motivational Self System (Dornyei, 2005). The
participants consist of 45 English majors who entered a university in April 2022. A questionnaire based on previous studies (Taguchi et al.,2009; Yashima, 2009) will be administered to the students at the end of each semester until graduation. After each administration of thequestionnaire, 60-minute semi-structured interviews will be conducted with a smaller number of the students to provide a more complete
picture. The data obtained through the questionnaire and interviews will then be compared with rises or falls in their TOEIC scores. This
presentation will report on the results up to the first semester of the third year. The data collected so far shows that most of the students
were able to sustain high levels of motivation and positive attitudes in the first semester. After that, however, only a small number ofstudents were able to sustain high levels of motivation accompanied by growth in their English ability, while many other students exhibiteda decrease in motivation over time. Many factors influenced changes in motivation. It is hypothesized that many students will regain theirmotivation in the third year, when major events in their college life such as study abroad and job hunting will occur.
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Utilizing Mediation Descriptors from the CEFR: Designing Project-based English Language Course
Nagai, Noriko (Ibaraki University)
This presentation will propose a transformative shift from the conventional model of language teaching, which focuses on the discrete
development of language skills, to a dynamic project-based learning approach rooted in the fundamental pedagogical principles outlinedin the CEFR Companion Volume (Council of Europe 2020). This paradigm shift advocates for an innovative language acquisition modelthat fosters active engagement with language as a communicative and cognitive tool. The presentation will begin with an exploration of
two key concepts from the CEFR: "the learner as a social agent" and "the action-oriented approach." These concepts form the foundation
for a seamlessly integrated approach to planning of project-based teaching/learning and assessment within a language course. By
understanding and applying these concepts, educators can cultivate a learning environment where language acquisition is not merely apassive exercise but an immersive and interactive experience. The presentation will then turn to the practical implementation of projectbased courses, employing the CEFR's relational and cognitive mediation descriptors, including the descriptors of “facilitating collaborativeinteraction with peers”, “collaborating to construct meaning” and “encouraging conceptual talk”. The presentation will identify
competencies and strategies needed to implement authentic projects in which learners think deeply and articulate that thinking tocollaboratively construct meaning. Participants will gain insights into structuring projects that align with these descriptors and foster
collaborative learning experiences. In addition, the presentation will address the creation of a collaborative atmosphere within a group,emphasizing the importance of helping and promoting collaborative interaction with peers. Strategies for facilitating effective peerinteraction will be highlighted to demonstrate how educators can foster an environment conducive to cooperative learning. The
presentation will explore this innovative approach to language teaching and offer practical insights and strategies for seamlessly integrating
the CEFR's concept of mediation and its scaled descriptors into project-based language courses.

Day 1

Kobayashi, Chiho (Tenri University)

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Regular Presentation

Day 1, 17:00-17:25, Room 504 (Research Paper)

Day 1

Regular Presentation

一
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Day 1, 17:00-17:25, Room 506 (Research Paper)

TUFS English Learning Center (ELC) Corpus Project: CEFR-informed Corpus Building and Initial Findings
Tono ,Yukio (Tokyo University of Foreign Studies)
Kawamoto, Naho (Tokyo University of Foreign Studies)
Wang, Wei-Tung (Tokyo University of Foreign Studies)This study is an interim report on the English learner corpus constructed at the Tokyo University of Foreign Studies English Learning
Center (ELC). The ELC is a center that supports the autonomous learning aspect of the university-wide English education program,offering online English conversation, writing correction guidance, extensive reading programs, among others. As part of this effort, the
ELC has been assessing the English proficiency of students at Tokyo University of Foreign Studies and conducting unique writing andspeaking evaluations using the Common European Framework of Reference for Languages (CEFR), linking these evaluator data withlearner data to create a corpus. Since 2009, about 10,000 pieces of English composition data have been collected and linked with evaluation
data from two evaluators each for three tasks: email, narrative, and argumentative. This allows for research on the impact of tasks on thewriting of the same learner and the reliability of CEFR-level judgments by evaluators on the same writing. Recently, with the proliferationof online environments, data has been collected from recorded sessions of English interactions online, building a corpus that allows forthe analysis of interaction data. In this presentation, although it is a preliminary analysis, the results of the corpus construction include (1)an analysis of vocabulary and expressions affected by each task of Email, Argumentative, and Narrative, (2) an analysis of fluctuations inassessing CEFR levels by two rators from the corpus analysis of conversational exchange data, and (3) an analysis of structures that areprone to be elicited by different tasks and those that are not, using automatic extraction of grammatical items.
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Investigating the Perspectives of Saudi EFL Students and Teachers towards the Effect of Oral Corrective
Feedback on Academic Engagement
Haya, Alsaadi (University of Bisha, Saudi Arabia)
Oral corrective feedback (OCF) is one of the significant educational strategies that influences foreign language learning and teachingwhilst enhancing learners’ engagement during classroom instruction can contribute to make ultimate learning. This attitudinal study has
been conducted to investigate the perspectives of EFL Saudi learners and teachers towards the effect of OCF on behavioral, emotional,
cognitive, and social academic engagement of students as a significant learning outcome during classroom instruction. The study is oneof the first to focus on the effectiveness of OCF as an important strategy to nourish teacher-student interaction in EFL classrooms, to coconstruct the learner’s cognitive development, and to maintain students’ engagement. Data collection has taken place at University ofBisha in Saudi Arabia, as 150 EFL male and female students from different levels have completed a close-ended questionnaire, while 15of them have participated in semi-structured interviews. In addition, 50 male and female EFL teachers at the same university havecompleted a questionnaire with both close-ended and open-ended questions. The findings have revealed that both the students and theteachers have strongly agreed on the positive effect of teacher OCF to promote students’ behavioral, emotional, cognitive, and social
academic engagement. Moreover, the results have indicated no significant differences between male and female of both groups regarding
estimating the effect of OCF on academic engagement. However, male students have expressed statistically significant higher level ofagreement towards the effect of OCF on social academic engagement. Furthermore, level of EFL learning for students and EFL teachingexperiences for teachers have not been found as influencing factors on the participants’ perspectives. In the analysis of the qualitative data,
the dynamicity and multidimensionality of students’ engagement have been confirmed. Students have reported intrapersonal factors(emotions and anxiety), social factors (social support), and course-related factors (classroom dynamics) as mediating factors that canenhance or hinder them to benefit from OCF to increase their academic engagement. Additionally, teachers have provided varied
recommendations concerning utilizing OCF to increase students’ engagement during classroom instruction. Based on the findings of thisstudy, pedagogical implications and recommendations for EFL learners, teachers, and policy makers have been highlighted and potential
suggestions for further research in the areas of OCF and academic engagement have been provided.

The Impact of Online Specific Teaching Modalities on Technology-Mediated EFL Speaking Instruction

Despite the increasing use of technology-mediated instruction in EFL teaching, there is a lack of empirical studies on how specific teachingmodalities of online platforms affect learning outcomes. This paper investigates the impact of utilizing text-audio and text-video online
modalities on technology-mediated EFL speaking instruction at a Japanese university. A quasi-experimental between-subjects design was
utilized with two groups of Japanese participants that were taught by the same instructor over a 15-week semester. A group of 25
participants used online text-audio materials, whereas another group of 25 participants used online text-video materials. Data werecollected through two oral examinations, a questionnaire on learning attitudes, and semi-structured interviews. This approach enabled theintegration of both quantitative and qualitative data through triangulation. Quantitatively, an independent sample t-test was employed toassess whether the two groups exhibited comparable speaking performance and attitudes towards learning English speaking prior to thetreatment. Furthermore, a paired sample t-test was conducted to assess whether there was a significant improvement in speaking skills andlearning attitudes for both groups once the treatment was completed. The post-tests of the two groups were compared using analysis ofcovariance and multivariate analysis of covariance. The quantitative results demonstrated that the speaking abilities and learning attitudesof the learners were enhanced by the utilization of both text-audio and text-video learning modalities. Nevertheless, there were no notabledifferences observed between the two groups regarding both their speaking proficiency and their attitudes towards learning. The qualitative
findings about learning experiences indicated that students in both groups showed a favorable disposition towards participating intechnology mediated EFL speaking instruction in order to improve their EFL speaking abilities. The study is in line with the existing
literature and provides an empirical analysis of how different input modalities impact technology-mediated course design and EFL
speaking instruction.
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Students’ Perceptions of Scaffolding and Feedback on an English News Presentation Assignment
Hann, Ferg (Tokai University)
The purpose of this quantitative case study was to examine the perceptions of 60 Japanese intermediate EFL students regarding various
types of scaffolding and feedback in a global news presentation task. It was hypothesized that students would prefer certain types ofscaffolding over others. Additionally it was felt that students that received scaffolding would perform better on a news assignment
comprehension quiz, than students that did not receive scaffolding. The participants were members of two intact EFL listening andspeaking classes: Class A (n = 30) received scaffolding, including vocabulary, topic familiarity, and feedback from both peers and theteacher, on an international news presentation assignment, while Class B (n = 30) had no explicit scaffolding for the same task. Following
the assignment, a 20-item questionnaire was administered to assess student perceptions of the effectiveness of the news presentation task
and the perceived importance of scaffolding in vocabulary, topic familiarity, feedback from peers and teachers, and other types ofscaffolding. Additionally, a 20-item multiple-choice quiz, based on content covered in the news assignment presentations common to bothclasses, was administered to all students. The questionnaire results revealed that students valued topic familiarity and vocabulary morethan teacher feedback and other forms of scaffolding, with no significant differences between the two classes. Furthermore, the results
illustrated that students in the class with scaffolding demonstrated significantly better performance in the comprehension quiz than thosein the class without scaffolding. The conclusions underscore the idea that students are aware of the importance of scaffolding inunderstanding presentation tasks, especially those tasks that strive to cultivate global awareness.

Day 1

Christopher, Adam (Atomi University)

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Regular Presentation

Day 1, 17:30-17:55, Room 410 (Research Paper)

Day 1

Regular Presentation

一
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Day 1, 17:30-17:55, Room 503 (Research Paper)

A Qualitative Study Exploring English Learners’ Resistance to Writing Senior Thesis in English
Ueno, Yukako (International Christian University)
This case study explores EFL learners' resistance to writing their senior thesis in English. The research questions are: (1) How does learnerresistance occur in writing their senior thesis in English? (2) Why does learner resistance occur in writing their senior thesis in English?
The study focuses on senior students enrolled at a Japanese liberal arts university, where English and Japanese are the official languages.
Participants responded to a call for volunteers. They were intermediate to high-intermediate learners of English. The researcher conductedsemi-structured interviews five times during their senior year: Once at the beginning of the study, about every two months, and after
submitting their senior thesis. Each interview lasted around one hour and was conducted in Japanese. Participants also kept a weekly
journal for about nine months. They wrote freely about their thoughts related to senior thesis writing regardless of the language they werewriting in. Though the participants were initially interested in writing their thesis in English, they decided not to use English at different
points of the year. The interview data and the journal were analyzed using the Modified Grounded Theory Approach (Kinoshita, 2003).
The researcher first created concepts based on the data and then formed categories. Further analysis revealed that their learner resistanceoccurred due to internal forces, such as linguistic challenges and the imagined audience, and external factors, including advisors'
suggestions and graduate school applications. Based on the notion that learner resistance is "an exercise of agency in actions to challenge,
oppose, and/or criticize" a system or practice (Huang, 2018, p.438), this study reports on the occurrences and reasons for learner resistanceto writing a senior thesis in English. The findings may have implications for language programs or institutions that encourage the use ofEnglish in writing a senior thesis.
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Rethinking Pragmatic Competence in Intercultural Communication:
A Suggestion from a Case Study of Japanese ELF Speakers in a Multicultural Team in Japan
Yamaguchi, Atsumi (Meijo University)
In response to the expansion of globalization, English language teaching (ELT) in higher education is facing a dilemma between meetingsocial demands and adhering to ELT policies. In other words, this is the tension between the use of English as a lingua franca (ELF), whichallows for linguistic fluidity, and the emphasis on "standardized" English, which promotes linguistic fixity (Kubota & Takeda, 2021).
Given this complex situation, it is important to consider what pragmatic instruction should be offered in higher education in Japan to help
learners navigate communicative demands in real-life interactions. This study focuses on a lingua franca multicultural team associatedwith a Japanese university and aims to address this question. It explores how two Japanese speakers of English experience pragmatic
language use while negotiating their identities within the language ideologies surrounding the ELF discourse community. The study uses
positioning analysis (Bamberg, 2006) to analyze interview data and reveal the participants' evaluative stance on their own and theircolleagues' pragmatic language use. In this presentation, the presenter will mainly discuss 1) the pragmatic norms that the participants
adhere to, 2) the ideologies that emerge in their narratives, and 3) whether and how they successfully co-construct "emergent common
ground" (Kecskes & Zhang, 2009) with their colleagues. The results show that the participants are influenced by native speaker ideologies
to admire perceived native-speaker norms. However, they adhere to Japanese sociocultural norms specifically when their professional
identities are foregrounded. The findings also suggest that rather than applying essentialized pragmatic rules based on native-speakernorms, pragmatic competence that constantly monitors, analyzes, and adapts to the linguistic resources of interactants may be more
effective in achieving emergent common ground in intercultural communication. The presentation will also discuss the pedagogicalimplications of these findings for learners who will face increasingly diverse ELF communication.

Day 2, 09:30-09:55, Room 503 (Research Paper)

Exploring the Relationships That Exist Between L1 Oral Fluency and L2 Oral Fluency Output
Clingwall, Dion (Prefectural University of Hiroshima)

Day 2, 09:30-09:55, Room 504 (Research Paper)

Comparative Analysis of Metadiscourse Markers in MICASE Lectures and TED Talks
Hosogoshi, Kyoko (Kyoto Prefectural University)
This study aims to compare discoursal features of lectures and public speeches, two major genres used for English for Academic Purposes(EAP) listening materials. Academic listening often requires students to understand the gist of a longer and professional talk. Here,
metadiscourse markers (MDMs) are crucial in explicitly signaling the functional development of the delivered information or the speakers’
attitude toward given propositions. However, compared to massive research on their usage in the academic writing genre (e.g., research
papers), relatively few studies have examined how such MDMs are devised in the EAP spoken domain. To uncover discourse-oriented
functions of lectures and public speeches, this study conducted a corpus analysis focusing on about 300 kinds of interactional MDMs
(Hyland, 2005), which indicate speakers’ stance toward given data, argument, and audience. The two sets of sub-corpora adopted for thepresent study were 62 lectures from the Michigan Corpus of Academic Spoken English (MICASE: University of Michigan English
Language Institute, 2019) and 26 public speeches from TED Talks. Each of the two sub-corpora was analyzed using AntConc (ver. 3.4.4)(Anthony, 2014) from the perspective of: 1) hedges, 2) boosters, 3) attitude markers, 4) engagement markers, and 5) self-mentions. As aresult, it was found that TED Talks contained more cases of interactional MDMs compared to MICASE. TED Talks tended to employ
rather subjective expressions (e.g., amazing, believe) or emphasizing adverbs (e.g., really, never). On the contrary, MICASE usedsuggestion expressions (e.g., let’s, should) or modest modal verbs (e.g., may, might). Based on these findings, this study discusses thatsuch MDM usage illustrates the functional features of each EAP listening genre, and instructing students on such signaling phrases canhelp them nurture their top-down listening skills.

Regular Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Day 2

"This presentation investigates the relationships between first language (L1) oral fluency and second language (L2) oral fluency output,
focusing on Japanese L1 speakers learning English at a low-intermediate level. Drawing upon recent fluency research (e.g., de Jong et al.,2015; Huensch & Tracy-Ventura, 2016), this study seeks to answer the question: ""To what extent do relationships exist between L1 andL2 oral fluency output?"" Thirty Japanese L1 speakers completed a series of speaking tasks designed to elicit oral fluency data. The tasks
were analyzed for various fluency measures, including pause frequency, pause length, and speech rate, building on methodologies
established by de Jong et al. (2012) and Tavakoli et al. (2020). The study also incorporates insights from Van Os et al. (2020) and Kahng(2020) on the impact of individual differences in speaking styles from L1 to L2. Findings reveal significant positive correlations between
specific L1 fluency measures and their L2 counterparts, such as speech rate, pause frequency, and the use of filled and silent pauses,suggesting a transfer of oral fluency skills across languages. Additionally, disparities in fluency when switching between L1 and L2, suchas longer silent pauses and a slower speech rate, highlight the complexities of L2 oral fluency acquisition, underscoring the need forpedagogical strategies that leverage L1 fluency strengths. The presentation discusses broader implications for language pedagogy andassessment, advocating for a more nuanced understanding of oral fluency development that transcends linguistic boundaries. By
examining the L1-L2 fluency link, this research contributes to a more holistic approach to language teaching, emphasizing the role of L1
oral fluency in facilitating L2 acquisition. This study not only advances the theoretical discussion on oral fluency but also offers practicalinsights for educators and learners, aiming to enhance both fluency-based teaching methodologies and assessment practices."Day 2, 09:30-09:55, Room 505 (Case Study/ Action Research)

Student Perception on Combined Pedagogical Techniques for Academic Skills Using the English Language
Matsuo, Scot (Ritsumeikan University)
PRABATH, KANDUBODA (Ritsumeikan University)

Day 2

Regular Presentation

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"This study focuses on university students English language learning pertaining to academic skills and online or AI tools. The outburst of
online and AI technology has affected academic pedagogy and performance. While students can exploit these technologies to foster
learning outcomes, the wrong way of applying these can hamper their growth both from academic skills and English abilities perspectives.
Mass media and society have picked up on the growth of online and AI influences, and in the workplace which uses progress in thesetechnologies to boost output and productivity, are different from the demands on students who need to learn academic skills. How students
perceive these pedagogical changes must be examined in-depth. This study investigates students perceptions of combined pedagogical
techniques using English. The methodology represents students information from two action research projects on how Japanese university
students perceive new approaches to learning English writing and speaking skills, with learning outcomes, challenges, and possible futureapplications. In addition, this research will delve into how educators prepare for a co-existence with new technologies. This is a turning
point of a paradigm shift for students and educators to re-evaluate the intersection of learning, teaching, and AI tools.
Keywords: online and AI tools, academic skills, writing and speaking skills, interaction, combined methods"-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 09:30-09:55, Room 506 (Case Study/ Action Research)

Effectiveness of Introducing CLIL and Lapbook Instructional Methods to University Students in a Teaching
Program in Japan
Adachi, Rie (Sugiyama Jogakuen University)"With English becoming a compulsory subject in primary schools students who want to become teachers need to be able to teach foreign
languages and follow the ""proactive, interactive, and authentic learning"" of the Japanese Courses of Study. The presenter has taught
students in the primary teaching program how to teach foreign language classes in primary schools since 2020. Most of the students aim
to become elementary school or kindergarten teachers. In foreign language education in Japan, CLIL has been spreading in some Japanese
schools. In her classes, CLIL and Lapbook are introduced so that students can support primary school children's motivation to learn foreign
languages in the future. A Lapbook is an A4-size spread folder with a variety of information organized on it. It can also be used for othersubjects to summarize learning on a theme and can be a tool for later reflection. A teaching material, including these concrete examples,
was created to help students in the teaching program understand CLIL better. After explaining the material in class, the presenter asked
students to discuss them in a cooperative learning style and had them submit a learning reflection. This study reports on a text-mining
analysis (Higuchi, 2022) of the students' reflection comments over a two-year period. The result showed that the students understood thevarious methods of teaching foreign languages in conjunction with other subjects and thought about how their classes should be taught.
The students broadened their perspectives on how to conduct foreign language teaching. The presenter concludes that the CLIL and
Lapbook lesson helped them to improve their foreign language teaching skills. However, they would need more practical learning, as it
seemed that they have only understood the new teaching style using CLIL and Lapbook and have not been able to establish it."Day 2, 09:30-09:55, Room 511 (Case Study/ Action Research)Content-Related Episodes, Confirmations, and Supports:
A Qualitative Analysis of Communication Strategies Utilized by Practiced Japanese College Students
Yamazaki, Kenichi (Akita Prefectural University)

Day 2, 10:00-10:25, Room 411 (Research Paper)

A Comparison of the Effectiveness of the New JACET 8000 and the CEFR-J on Newspapers for Learners ofEnglish
学習者向け英字新聞に対する新 JACET8000 と CEFR-J の有効度の比較
Yashima, Hitoshi (Hiroshima Bunkyo University)
令和４年から２年間、CEFR-J で示されている語彙が学習者向け英字新聞でどの程度用いられているのかということに関して、２紙の調査を行った。その結果、総異なり語の内訳を見ると、１紙では、A1 が約 29-32%、A2 が約 22-23%、B1 が約 20-24%、B2 が約 12-13%、
それ以外の語が約 10-12%であった。それに対してもう１紙では、A1 が約 28-29%、A2 が約 21-23%、B1 が約 22-23%、B2 が約 13-14%、
それ以外の語が約 13-14%となった。この結果、CEFR-J の有効性に疑問が残った。それは、語彙カバー率を考えると、２紙ともに約 8690%に過ぎないことになるからである。この割合では、注釈がついていても、学習者向け英字新聞を適切に読むことは難しいと考えられる。先行研究では、語彙カバー率と読解との関係についての研究成果は一貫したものではない。Laufer (1989) や羽鳥 (1979) は 95％を提唱しているが、Hu & Nation (2000) や Schmitt, Jiang, & Grabe (2011) は、適切な読解のためには、98%の語彙カバー率が必要であると主張している。さらに、Carver (1994) は 99％を提唱している。私の研究 (2013) は Carver (1994) の 99％を支持するものであった。しかし、２紙に対する語彙カバー率はいずれの割合よりも下回っていることがわかった。そこで本研究では、令和５年の研究で用いた学
習者向けの週刊英字新聞１か月分を調査対象として、新 JACET8000 がどの程度有効なものであるのかを調査することで、CEFR-J との有効度の比較を研究することを目的とする。結果としては、1000 語レベルが約 36-38%、2000 語レベルが約 21-22%、3000 語レベルが約
11-13%、4000 語レベルが約 7%、5000 語レベルが 5-6％、6000 語レベルが 3-4％、7000 語レベルが 2-3％、8000 語レベルが 2％、それ以外が約 9-10%であった。この結果、両者で語彙カバー率に大きな差はなかった。しかし、上位 3000 語程度で見てみると、新 JACET8000の 3000 語レベルまでで約 70％カバーすることがわかり、A1 と A2 で多くても 52％のカバー率であった CEFR-J よりも有効度が高いことがわかった。

Day 2------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

一
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Regular Presentation

The main aim of this case study is to examine the communication skills of practiced Japanese L2 learners. The researcher set up twogroups of Japanese college students. Group A comprised 10 regular Japanese students without long-term English-speaking practice atcollege, while Group B comprised Japanese students who practiced speaking English for years. All the participants made pairs andundertook a single task: a free conversation for five minutes. The conversations were audio recorded and analyzed quantitatively andqualitatively by the researcher. The main focus was on CREs (content-related episodes) in their conversations. A CRE in this study wasdefined as any utterance or question about an ongoing issue in conversation. The quantitative results showed that Group B students utteredmuch more words and used twice as many CREs as Group A students. The qualitative analysis showed another interesting feature. GroupA students used CREs of WH-questions (46.9%) and confirmations (28.1%), while Group B students used CREs of confirmations(63.9%) and supports (21.3%). More interestingly, while the confirmation-type CREs used by Group A students were all question
sentences, in Group B 10 confirmation-type CREs were declarative sentences (25.6%). In the presentation, examples of unique CREs
produced by Group B students will be introduced and more aspects of practiced Japanese L2 learners’ conversation features will be
discussed. Since Group B students are members of an extracurricular activity group, some practical practice methods applied in theactivities and English classes will be briefly presented. This study is quite unique in that it will elucidate the real nature of English
communication strategies utilized by Japanese L2 learners who practiced speaking for a long time in an extracurricular group at a Japanese
university. This study will also make clear that English communication strategies can be obtained in extracurricular activities and English
classes at college.

Day 2, 10:00-10:25, Room 503 (Research Paper)

Review Study of Trends in Speaking Test Modes: Insights, Implications, and Future Directions
Sekitani, Koki (Toyo Eiwa University)

Day 2

Regular Presentation

一
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The present review study investigates trends in comparative research on speaking test modes spanning from 1990 to 2022, aiming to
uncover shifts in both the volume and content of scholarly papers within this field. It categorizes speaking test modes into four types: 1)
face-to-face mode, in which the examiner and examinee are physically present; 2) online synchronous mode, exemplified by videoconferencing tests; 3) asynchronous mode, in which responses are recorded without real-time interaction, often involving human-tomachine interfaces; and 4) indirect mode, which utilizes traditional paper-and-pencil formats. The analysis reveals a predominant focus
on contrasting the face-to-face mode against other modes, with the indirect mode being less frequently studied due to its lower validity inassessing speaking skills. Compared to the abundant research on the asynchronous mode, comparative studies involving the synchronousmode as a counterpart to the face-to-face mode were scarce. However, the volume of comparative research focusing on the synchronousmode has been on the rise since 2021, a trend likely spurred by the COVID-19 pandemic. The bulk of the research has centered on
assessment agreement, exploring dimensions such as rating scores, quantitative and qualitative analyses of elicited speech (examining
complexity, accuracy, fluency, and linguistic functions). Fewer studies have delved into the washback effects on test-takers, including theirpreferences, anxiety levels, and motivations for test-taking and learning. In light of these findings, the discussion addresses issues pertinent
to future research. More specifically, it highlights the necessity for studies to investigate how learners’ beliefs about tests and test format
schemes are shaped by their experiences with different modes of speaking tests. Furthermore, it explores how these beliefs can influencelearning strategies and test-taking strategies, ultimately affecting performance in speaking tests.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 10:00-10:25, Room 504 (Case Study/ Action Research)

Employing Oral Presentations in University EFL Classes
Kodama, Tomomi (Tokyo Kasei University)
Oral presentations have been widely known as communicable activities in EFL classes. Some researchers emphasize the effectiveness oforal presentations in classes, and some say it is challenging for students and time-consuming for teachers. It is important to get rid ofstudents’ anxiety for speaking English and motivate them to study English through presentation sessions. The effective ways of giving
feedback and using visual aids in limited class time should also be discussed. This research employed oral presentations in university EFL
classes, and students’ responses to them were studied. The participants were first-year university students from four EFL classes (N=100).
Their majors were economics, management, and law. Each of them gave four-minute presentations in turn during the autumn semester.
Prior to this presentation session, students practiced speeches on different topics in groups every two weeks in spring semester, then theylearned the structure of presentations and listened to a four-minute example presentation given by the teacher. Presenters received instantfeedback from their teachers and evaluation forms from their fellow students after their presentations. During their presentation, thepresenters were allowed to use paper visual aids, however, they were asked not to use electronic visual aids such as PowerPoint slides
because of time limitations. Participants were asked to answer the questionnaires at the end of the autumn semester to see how they felt
about English learning after the presentation session. Many of them felt their four skills of English as well as motivation to study English
were improved. They preferred their teacher’s instant feedback and were positive about using paper visual aids, such as posters and photos.

Day 2, 10:00-10:25, Room 505 (Research Paper)

Embracing the Digital Shift: Exploring Students’ Perceptions in Paperless Classroom
Martin, Jarwin K. (University of Bath)Day 2, 10:00-10:25, Room 506 (Research Paper)

Exploring Trajectories in English Peer Tutoring Consultations by Student Tutors
Sakoda, Namiko (Hiroshima University of Economics)
Matsumiya, Nagako (Hiroshima University)
This study investigates how student tutors, hereafter referred to as tutors, adeptly navigate the learning challenges faced by English-learning
tutees within a peer tutoring program. Tasked with providing tailored support through individual consultations and utilizing cognitive
counseling techniques, nine tutors, each with over two years of experience and averaging 50 consultations, participated in two semistructured interviews. The initial interview categorized tutees based on English proficiency and motivation, revealing three distinct groups.
In the follow-up interview, tutors expounded upon their distinctive support strategies tailored to each tutee type. Employing Trajectory
Equifinality Modeling (TEM), a qualitative research method, we analyzed interview transcriptions to explore the diverse yetinterconnected trajectories of learning experiences over time. The findings highlighted a three-stage tutoring process: diagnosis,
explanation, and reflection. Initially, tutors diagnosed tutees’ English levels, motivation, and needs through strategic questioning.
Subsequently, tutors employed various resources, including whiteboards, handouts, the internet, and collaborative efforts with peers, tovividly explain concepts. In the reflection stage, tutors encouraged tutees to articulate their newfound knowledge and delve into the reasons
behind their initial struggles. Emphasizing the pivotal role of tutors, this study showcases their ability to guide tutees in refining learning
strategies and making realistic adjustments in goal setting based on progress, thereby fostering dynamic goal attainment. The results
contribute to a deeper understanding of English peer tutoring trajectories, offering valuable insights for educators and practitioners aiming
to enhance the effectiveness of learning support systems.

Regular Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

一
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Day 2

In current academia, the concept of a paperless learning environment is far from novel. Having been integrated into higher education forseveral decades, this approach represents a shift from tangible to a more virtual transaction. This research presentation evaluates
participants' perceptions of Information and Communication Technology (ICT) paperless methods over a semester. Using a selfadministered questionnaire distributed via Google Form, insights from 67 out of 77 initial participants were collected. An Exploratory
Factor Analysis (EFA) of a 10-item questionnaire identified three significant factors related to attitudes towards technology in the learning
environment. Results indicate positive use of digital tools and collaborative practices. Quantitative findings are complemented byqualitative data from open-ended responses, analyzed using NVivo 12. Thematic patterns were identified, including convenience of ICT
software and hardware, smartphone distractions, preferences for electronic handouts, and PowerPoint engagement are identified. This
study provides insights into evolving perceptions of technological integration in contemporary educational practices. In addition to thefindings, implications for classroom teaching will also be discussed.

Day 2, 10:00-10:25, Room 511 (Research Paper)

The Effect of Non-Native English Accents and Pauses on Non-Native Speaker Comprehension
Kawashima, Tomoyuki (Gunma University)

Day 2

Regular Presentation

一
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The extensive use of English as a lingua franca among non-native speakers (NNSs) requires reasonable levels of listening comprehension
in non-native speech for successful communication. However, Japanese learners of English are not accustomed to English accents otherthan so-called standard North American English (Presenter, 2018). Thus, appropriate support should be provided to facilitate theiradaptation to various accents. One possible help is the introduction of additional pauses between semantic chunks. Kohno (1993) andSugai, Yamane, and Kanzaki (2016) reported that pauses promoted listening comprehension. However, these studies examined theunderstanding of native-speaker English, and little evidence is available regarding how pauses affect Japanese learners’ listening
comprehension in non-native speech. The researcher’s (2022) investigation into the impact of pauses on the listening comprehension of
dialogues between 10 NNSs revealed no significant influence on dialogue comprehension. To collect further empirical evidence about theeffect of pauses, the researcher performed two studies with 46 non-English major college students. Participants took a listening test withmultiple-choice questions twice in each study, with a 6-month delay. The control group listened to the identical recording in both tests,
whereas the experimental group listened to the recording with extra pauses inserted in the second test. Study 1 used 50 dialogues recordedby 10 NNSs, and Study 2 employed 30 monologues made by 10 NNSs. A total of 30 NNSs from as many countries were selected for therecordings. The data from Studies 1 and 2 were analyzed using a two-factor repeated measures ANOVA. The result indicated that pauses
significantly increased listening comprehension of dialogues in Study 1 (F(1, 44) = 4.863, p= .033). In Study 2, however, there was no
significant influence on listening comprehension of monologues. These findings suggest that pauses may help comprehension only insome non-native English accents or types of speech.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 10:30-10:55, Room 411 (Research Paper)

On Intransitive Prepositions
自動詞的な前置詞について
Ohno, Masaki (Showa University)
昨今，英語学習の目的が国際コミュニケーションのためのスキルの獲得として位置付けられているなかで，従来の学習英文法を「見直す」動きも高まっている（大津 2012）．ここで「見直す」とは，学習英文法を「再検討する」と「再評価する」の 2 つを意味している．
言語学の研究成果を英語教育に応用する試みは，学習英文法に新たな位置付けを与えようともしている（藤田他［編］2012，中島 2017，
池内他［編］2018，八木 2021）．このような研究動向は，日本の英語学習環境との関連を踏まえながらも言語学的妥当性と折り合いの付
く，既存の学習英文法を修正・発展させた「新しい学習英文法」構築のための基礎論が研究者たちのあいだで関心を高めていることを示している．本発表は，「英語学習の効率・効果」と「言語学的な妥当性」の板挟みにある学習英文法について，そのさらなる発展した形として，（特に習熟した）英語学習者を言語学と結びつける新しい一歩進んだ英文法の姿を考察する．具体的には，「統語範疇と文法機能」について，学習英文法が孕む諸問題を検討・整理し，言語学的な解決策を提示することで学習英文法の中身の更新可能性を考える．ケーススタディとして，「自動詞的な前置詞（intransitive preposition）」という考え方を取り上げる．この概念の導入により，従属接続詞のうち副詞節を形成する接続詞は一律に前置詞として分析し直され（Huddleston and Pullum 2002，Aarts 2011），また句動詞の分析でしばしば用いられる「不変化詞」という統語範疇が不要となり，文法記述がシンプルになることが主張されている（Aarts 2019）．しかしこの分析には代案があり，「音形を欠く要素（implicit argument）」をたてること（e.g., I went straight in ø.）に十分な根拠があれば，伝統的に認められている前置詞の振る舞いからの逸脱を回避することはできる．これら議論をとおして，言語学の概念・道具立ては学習英文法にどのような形でどの程度に歩み寄り，貢献できるのかを追究する．

Day 2, 10:30-10:55, Room 505 (Research Paper)

Leveraging Music-Generative AI That Motivates Learners to Repeat Reading Aloud in Foreign Language
Teaching-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 10:30-10:55, Room 506 (Research Paper)

Generative-AI, Plagiarism, and Academic Integrity: Proposing a Cognitive Approach to Tackle Emerging
Problems in L2 Writing Instructions in the Age of AI
Matsuoka, Yaoko (University Of the People)
This study aims to discuss the emerging problems of L2 writing instructions under the impact of pervasive Generative Artificial
Intelligence (GenAI) tools, e.g., ChatGPT, in higher education and seek effective means to tackle them. Despite its usefulness, GenAI's
function to promptly collect information and generate texts may deprive learners of opportunities to research widely and think criticallyindependently in writing assignments. The study conducted a questionnaire on the perception of using GenAI in an online university's
academic English course in autumn 2023, with twelve students, including three females and nine males, from different regions responding.
According to the results, about half of them answered that they should not use ChatGPT in writing assignments, but the rest answered thatthey could use it when necessary. About 75 percent responded that submitting a ChatGPT-generated text is equally undesirable asplagiarism and that the teacher should detect the students' wrong use of ChatGPT. In the free comment, many were concerned that constantuse of ChatGPT may lead them to excessive dependence on it and the study's failure. Interestingly, while teachers often view the students'
AI misuse as an issue of academic integrity, many students were concerned that over-reliance on such AI tools would prevent them fromacquiring knowledge, improving their writing skills, and achieving proper results in their efforts. Due to the free nature of the questionnaire,
which may have led to relatively diligent students responding, and the small number of participants, the results cannot be generalized.
However, this case study suggests the possibility that developing cognitively organized methods, e.g., having a dialogue or a forum
discussion with students on the importance of acknowledging the nature of the problem, confirming language learning objectives, andimproving abilities to prepare for the future, may help to solve the issue.

Day 2This study explores the benefits of leveraging music-generative AI that adds melodies to sentences when teaching English as a foreign
language, mainly when practicing reading aloud. Many research studies have shown that reading aloud effectively improves language
skills, but it is essential to motivate students to practice reading aloud independently to see the effects of language learning. In our previous
studies, we demonstrated that incorporating English songs is effective in encouraging students to read aloud. However, as songs do notalways contain the appropriate content or grammar for language education, we presupposed that leveraging music-generative AI to add
melodies to any sentence helps provide songs matching students’ levels or interests. To examine the effect of using this technology, we
compared two experimental cases: one with ordinary oral readings without melodies and the other using sentences with added melodies
with music-generative AI. The result of this experiment is that oral reading practices using melodies are more effective than without
melodies. However, this result did not prove that adding melodies to English sentences motivates students to repeat their learning activities
of reading aloud. It was found that many students prefer famous songs over sentences that music-generative AI accompanies. Based on
this result, it can be estimated that adjusting the melody production of music-generative AI could help create more appropriate songs thatcan motivate students to practice reading sentences aloud. This finding suggests that utilizing music-generative AI could aid in developing
teaching materials for reading aloud and increase the motivation of students to repeat their learning practices through reading aloud.

一
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Regular Presentation

Kono, Tomoko (Kanagawa Institute of Technology)
Takano, Kosuke (Kanagawa Institute of Technology)

Day 2, 13:40-14:05, Room 411 (Research Paper)

The Complexity of Speeches by Japanese EFL Learners: A Comparative Analysis of Speeches by Japanese
Learners at Different English Proficiency Levels and Native Speakers of English
日本語母語英語学習者の発話の複雑さに関する考察

Day 2

Regular Presentation

一
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―英語熟達度レベル間及び英語母語話者との比較分析を通して―
Hirose, Yaeko (Graduate School, Nagoya University)
本研究は，日本語母語英語学習者の英語熟達度レベル間及び英語母語話者と日本語母語英語学習者の間の、英語発話の言語的複雑さの特徴について明らかにするために、日本語母語大学生・大学院生 31 名（Hirose, 2023 のデータ使用）と英語母語話者 10 名の発話分析を行った。研究課題は，「発話前の 1 分間のプラニングの有無、発話者の英語熟達度レベルの違い、英語母語話者と日本語母語英語学習者の違いは，発話の複雑さに影響を及ぼすか」とした。コンピュータ画面に向かって行う英語発話（１分×4 トピック）の前の１分間プ
ラニングの有無，英語熟達度（CEFR A2–B1, B2–C2 の 2 グループ）及び英語母語話者と日本語母語英語学習者の間の言語特徴の違いについて，発話単位（AS-unit）中の平均語数，語彙多様性，名詞節，副詞節，関係詞節を伴う AS-unit の割合の 5 指標を従属変数とし，多変量分散分析を行った。その結果，プラニング有の条件で，英語母語話者の発話で語彙多様性が有意に高まった。また，CEFR A2–B1 グ
ループと B2–C2 グループ間では，AS-unit 中の平均語数と関係詞を伴う AS-unit 割合が，英語熟達度レベルの高いグループで有意に高まった。また、英語母語話者と日本語母語英語学習者の間では，副詞節を伴う AS-unit 割合以外の 4 指標で，英語母語話者の発話で有意に高まった。さらに，英語熟達度レベル間及び英語母語話者と日本語母語英語学習者の間で，発話中の関係詞の使用傾向に違いが見られた。これらの結果は，英語熟達度レベルや母語の違いが、英語発話処理の語彙や統語の形成化に及ぼす影響や、日本語母語英語学
習者の英語発話の複雑さを分析・評価する際に着目すべき言語項目や特徴についての示唆を与えていると考えられる。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 13:40-14:05, Room 503 (Research Paper)

Do Human Ratings Correlate with AWE Scores?
Examining the Essays with High and Low AWE Scores
Hatakeyama, Yukako (Ochanomizu University)
Automated Writing Evaluation (AWE) has been increasingly used in university classrooms, given its benefits of giving wide-ranging
feedback instantly. However, Li et al. (2014) report instructors’ low trust in high AWE scores, endorsed by a lack of correlation between
high AWE scores and instructors’ ratings. Also, Chen and Cheng (2008) imply the limitations of AWE feedback on high-quality essays
and claim that learner proficiency should be considered in implementing AWE. This presentation reports whether the essay evaluations
given by human raters at a women’s university in Japan correlate with the scores provided by the AWE software Criterion. Based on theliterature, it was hypothesized that the correlation between human and AWE ratings will be lower as the quality of essays improves. The
human rating scales ranged from 0 (requiring no revisions) to 3 (requiring a lot of revisions), with zero being the highest in quality, as inAllen and Katayama (2016), and AWE scores ranged from 1 to 6, with six being the highest in quality. For analysis, second-year university
students’ (n=61) essay scores by AWE were compared with ratings given by two experienced human raters. Of the five essays, the first(descriptive) and third (comparison-contrast) essays were used for analysis using SPSS27. A Spearman’s correlation was conducted toevaluate the relationship between human and AWE evaluations. The evaluations of the third essay (human: 0.90; AWE: 5.40) were higher
than those of the first essay (human: 1.14; AWE: 4.89) in both human and AWE ratings. Human and AWE ratings were moderately
correlated (Spearman’s rho=-0.507) with statistical significance in the first essay, while only a weak correlation (rho=-0.255) without
statistical significance was found in the third essay. The results support the literature that high AWE scores do not necessarily correlatewith human evaluation. Pedagogical implications will be discussed.

Day 2, 13:40-14:05, Room 504 (Case Study/ Action Research)

Tourism Beyond Borders: Lessons Learned from an Intercontinental English Exchange: A Case Study ofCollaborative Learning Between Japanese and Thai Students
Tanaka, Naoko (Hokusei Gakuen University Junior College)

Day 2, 13:40-14:05, Room 505 (Research Paper)

A Longitudinal Investigation of the Impact of Global Englishes Classroom Innovation
Funada, Natsuno (University of Tokyo)
Despite several pedagogical proposals to inform and innovate the EIL industry based on Global Englishes (GE) research, ‘traditional’views, such as the monolingual, ‘native’ speaker norms and ‘standard’ language ideology, remain prevalent in English language teaching(ELT). To bridge the gap between theory and practice and support a paradigm shift in the field to match the current sociolinguistic realities
of English, a rigorous investigation of the impact of GE-related pedagogic actions on attitudes is necessary. In response to this need, thispaper presents a longitudinal action research project that involves eleven university students who took the researcher’s GE course. It
tracked the trajectory of students’ GE classroom-innovation-relevant attitude change. Their attitudes were measured by a validated attitude
questionnaire based on Galloway and Rose’s (2015) Global Englishes Language Teaching (GELT) framework at three-time points over
five months. Participants were interviewed after the course. The researcher’s observation notes and participants’ reflection papers werealso used for data analysis. The Friedman test was conducted to see if there was a significant difference in participants’ responses to thequestionnaire across the time points. The qualitative data was analysed by referring to the GELT framework. The quantitative findings
showed that students became aware of and developed positive attitudes toward diverse use and users of English while showing negative
views about ‘native’ English. However, their attachment to ‘standards’ remained unchanged despite innovations questioning relevant
ideologies. The qualitative data supported the quantitative results, revealing the influence of societal factors on their conformity to‘standards’. Unlike findings from previous studies, this study documented the complexities of students’ attitude change through GE
classroom innovation. The presentation highlights the importance of providing students with long-term support to reflect critically on theirassumptions and concludes by addressing the recommendations for GE classroom/curriculum innovation.

Regular Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

一
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Day 2

This presentation will provide an overview of the online exchange between students (n=12) taking a tour-guiding course in English at ajunior college in Japan and students (n=66) majoring in tourism at a university in Chiang Mai, Thailand. The presentation will take a main
viewpoint from the Japanese side. Twelve second-year Japanese junior college students and 66 third-year Thai students participated. The
actual duration of the exchange was approximately one and a half months. Japanese students created one video individually and the Thai
students created one video in groups of about five. Videos were posted on Moodle, a LMS, where all students had the opportunity tocomment and ask questions on each other's videos. In preparation for making the video, the Japanese students chose a familiar sightseeing
spot they wanted to introduce to foreign tourists. They took photos of the spot, and created a draft of their introduction, which they
completed after receiving advice from the teacher. They also created slides using the photos. For making the video, the students used therecording function of Zoom by reading out the manuscript while displaying the slides. In creating the manuscript and reading out loud,the students were required to follow the tips for effective English guide-talk that they had learned in class. The results of the post-activity
questionnaire survey on the Japanese side showed many positive comments on the activities. In particular, there was an increase in interestin Thailand and a positive perception of the English-language exchange experience. However, the difficulty in selecting of tourist
attractions that may interest foreign tourists and the technical aspects of creating the videos were pointed out. The presenter will sharereflections on this activity as an example of how classroom activities can be extended to other countries using English and technology.

Day 2, 13:40-14:05, Room 506 (Research Paper)

Does Strategy Instruction on Identifying the Main Idea Affect Motivation and Beliefs in EFL Reading?
Matsumoto, Hiroyuki (Hokkai Gakuen Universit)
Iwata, Akira (Hokkai Gakuen University)

Day 2

Regular Presentation

一
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Second language (L2), including English as a foreign language (EFL), reading research has extensively investigated the cognitive aspectsof reading, such as comprehension processes and strategy use. Nevertheless, research on motivation and beliefs in L2 reading has only
recently been investigated. Although findings of first language (L1) reading motivation for English-speaking children exist, research on
L2 reading motivation is needed to understand the motivational features in the L2 context. Further, the relationships of individual difference
factors such as strategy use, motivation, and beliefs have not yet unraveled. To address this issue, this study examined the development ofinteractive relationships across strategy use, motivation, and beliefs in an EFL setting. A questionnaire consisting of strategy scale (mainidea, reasoning, adjusting, and monitoring), motivation scale (intrinsic, extrinsic, and efficacy), and belief scale (strategy, environment, andeffort) was conducted with EFL university students. The participants (N = 21) majoring in economics were enrolled in a first-year readingcentered English course, and instructed on reading strategy use for identifying the main idea of text by finding the topic and concluding
sentences, understanding the text structure, and utilizing discourse markers. Mann-Whitney tests with exact estimation (to cope with thelimited number of participants) were performed to evaluate statistical differences between high and low mean rank groups clustered byeach of strategy use, motivation, and beliefs in the pre- and post-tests. In addition to this analysis, effect sizes were calculated to evaluate
substantial differences between the high and low groups. Differences that appeared or increased in the posttest support the developmentof interactive relationships across the factors. This tendency can be utilized in and out of class, for example, to promote students’motivation
through strategy training: Hands-on practice in strategy training can motivate them to read more by enhancing their comprehension levels
successfully.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 13:40-14:05, Room 511 (Research Paper)

Does Reflecting on Haiku Boost Empathy in University English Learners?
Willey, Ian (Kagawa University)
Empathy is considered essential for intercultural communication. Moreover, studies conducted in North America have found thatreflecting upon poetry may increase the empathy levels of both students in healthcare-related majors and healthcare professionals.
However, traditional and modern English poetry can be difficult to understand, perhaps especially for learners in EFL contexts such as
Japan. A more suitable alternative may be the use of English-language haiku, a genre typically written in plain language and with which
Japanese learners are familiar. This pilot study sought to explore whether weekly reflection on English haiku increased the empathy levels
of Japanese university students. Participants (N=155) included students in two general English writing courses for 2nd-year students(majoring in Medicine and Economics, respectively) and one Medical English course for 3rd-year Medical students at a national university
in western Japan. Each week the instructor presented students with one to two English-language haiku; students discussed and wrote about
these haiku in groups using the Forum function of Moodle. Emphasis was placed on identifying the emotions of each haiku's author. For
empathy measurements, the Multidimensional Empathy Scale (Suzuki & Kino, 2008) was given to students in the first and last class ofthe fifteen-week semester. Items in this scale are grouped around five empathic factors: Social Empathy; Perspective Taking; Empathic
Concern; Fantasy; and Personal Distress. Statistical analyses revealed that the mean empathy scores in all three classes increased from thestart of each semester, though these differences were not significantly different. However, the means of Perspective Taking items in the
3rd-year course increased significantly. Preliminary findings suggest that English-language haiku may promote empathy-building inJapanese students, though larger-scale surveys, combined with qualitative analyses, should clarify its value to EFL learners.

Day 2, 14:10-14:35, Room 411 (Case Study/ Action Research)

Generating English Listening Materials with AI: Exploring Advantages and Challenges
英語リスニング教材開発における生成 AI 活用の利点と課題
Sakurai, Shizuka (Tohoku Univerisity)

じて修正および再制作することが可能になった。しかし、効果的なリスニング教材の開発には複数のステップがあり、各過程で異なる
語リスニング教材を開発する手法を提案する。効果的なリスニング教材の作成には、ニーズ分析、スクリプトの作成、難易度とコンテンツの調整、内容理解問題の作成、効果的な音声・動画の制作などの多くの作業が必要である。特に、スクリプトの作成段階では、学習者の習熟度に合わせた難易度の調整が不可欠だ。具体的には、スクリプトの言語学的特徴である「平均文長」「語彙の難易度」「語彙の多様性」「文法の複雑さ」などを分析することが重要であるが、本研究では、自動言語解析ツール（SpaCy）を使用した分析とテキス
トの校正方法を紹介する。リスニング後に行う内容理解問題の作成に関しても、生成 AI（ChatGPT3.5）の力を借りることで素早い作業が可能となった。しかし、ChatGPT3.5 は瞬時に問題と選択肢を出力するが、ミスや無関係な情報、難易度のばらつきを含む問題や選択肢が生成される可能性があるため、注意が必要で、評価項目（Brown、2005）を基準として英語表現や情報の校正・修正を行った。音声や動画の制作においては、web 上の音声合成アプリやクラウド型の TTS 音声合成サービスなどを効果的に利用することで、異なる話速や韻律、英語変種、感情、スタイル、ジェスチャーなどの自然で多彩な表現を含む教材作成が可能となった。一つのスクリプトから多様なレベルの教材を作成できることも大きな利点である。最後に、AI 技術が英語リスニング教材作成にもたらす具体的な課題についても考察する。
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Using Automatic Speech Recognition Tools to Transcribe Learner Corpora:
Examining the Word Error Rate of Automated Compared to Professional Transcriptions
Brooks, Gavin (Kyoto Sangyo University)
This presentation examines the viability of using OpenAI's Automated Speech Recognition (ASR), Whisper, in L2 research. This is an
important area of research as accurate transcription is necessary to develop the types of spoken corpora that will help to facilitate research
topics such as the effect of task, topic, and learner proficiency on language production (Václav et al., 2019). However, there are several
issues with using ASR for transcribing speech produced by L2 English learners due to factors such as pronunciation errors, an increased
number of disfluencies, and atypical grammatical constructions (Wang et al., 2021). This presentation examines the feasibility of using
ASR to facilitate the construction of learner corpora by looking at the word error rate (WER) for 200 samples of L2-generated texts
recorded in the classroom and transcribed in Python using Whisper. These texts include 100 presentations, with only one speaker, and 100
discussions with between two to four speakers taken from participants with a variety of different proficiency levels. The resulting
transcripts were compared against the professionally transcribed versions of these texts along with a cleaned version of the transcript thathas been checked for errors. While the results show that the automated transcription comes close to professional transcription in terms ofaccuracy for the presentations, it had a significantly higher WER on the discussions with multiple participants. ASR also performed better
when transcribing the texts of higher-proficiency participants. The presentation ends with some practical advice about how to use Whisper,and similar transformer-based ASR tools, in L2 research. The presenters will highlight the areas where ASR-based transcriptions are likely
to fall short and offer some best practices for recording and cleaning the transcriptions when using an ASR model such as Whisper fortranscribing L2 presentations and discussions.

Day 2

AI ツールを使用して、教材の作成や調整、評価を行うことが求められる。本研究では、生成 AI を用いて、大学の学習者向けに学術英

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生成系 AI の進化により、学習者や英語科目の個別なニーズやレベルに合った、高品質でリアルな音声データを手軽に生成し、必要に応Day 2, 14:10-14:35, Room 504 (Research Paper)

Japanese Undergraduate Students’ Initial Expectations and Their Perceived Benefits Through English as a
Medium of Instruction Courses

Day 2

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Ochiai, Yoshimi (Shiga Prefectural Konan Agricultural High School)
Oga, Mayumi (Ritsumeikan University)
Yamanaka, Tsukasa (Ritsumeikan University)
The primary goal of English as a Medium of Instruction (EMI) is to familiarize students with the subject matter, not primarily to improvetheir English proficiency (Brown & Bradford, 2017). However, Suzuki et al. (2018) reported in their study that the largest number ofstudents took it because they expected linguistic learning outcomes. This presentation will explore the learning goals of Japanese students
in EMI classes, examining their expectations and perceived benefits. Hino (2017) identified 'ad hoc,' 'semi-structured,' and 'integrated'
types of EMI as the most prevalent in Japan among the six categories of Brown and Isobe’s (2014) model of EMI. This study focuses on
Japanese students in these categories, lacking sufficient English proficiency to fully comprehend EMI courses. Fifty-six Japanese students,
enrolled in EMI courses across five classes at four universities, participated in pre- and post-questionnaire surveys. The pre-questionnaire
revealed that, aside from earning credit, the largest number of participants decided to take the courses to improve their English-speaking
skills (22 students). Contrarily, the post-questionnaire showed that the largest number of participants gained knowledge of the subject
matter (37 students), and only 6 students mentioned that their English-speaking ability had improved. Consequently, a disparity emerged
between students' initial reasons for taking the EMI course and the results they believed they had achieved. Interviews were also conductedwith 10 students. They were mostly positive about the EMI experience, but half of them mentioned that their expectations for class differedfrom the actual class management policies and the student body. Additionally, consulting the syllabi of the relevant classes, we found that
there were insufficient descriptions, such as in-class discussions and international student enrollment. This presentation will suggest items
that should be included in the syllabi of EMI classes. EMI instructors should conduct an initial needs assessment to understand the students’needs.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 14:10-14:35, Room 505 (Research Paper)

Listening Training in World Englishes: Impacts and Preferences Among University Students
Nakanishi, Noriko (Kobe Gakuin University)
Musty, Nicholas (Kobe Gakuin University)
Speakers of various languages worldwide use English to communicate, engaging not only in native speakers' English (NE) but also inWorld Englishes (WE). However, most of the audio provided by MEXT-certified textbooks is recorded in American or British English.
Higher education institutions bear the responsibility of familiarizing learners with WE, enabling them to use English effectively in realworld scenarios. In this study, WE listening training was implemented as a homework assignment in English conversation classes for firstand second-year university students. Sessions lasted approximately 30 minutes, conducted once every two weeks. The students engaged
in WE shadowing twice and then listened to the same passage in NE to confirm the content. While introducing the task, the importanceof listening practice was emphasized, and students were informed that imitating the speaker's accent was unnecessary. The training utilized
textbook audio recorded by professional narrators from the United States, United Kingdom, Ireland, New Zealand, Singapore, India,
Russia, Brazil, China, Egypt, and Rwanda. At the end of the semester, students responded to a reflection survey, assessing 1) the perceived
impact of WE listening on their proficiency and 2) their interest in continuing WE listening activities. Responses from 176 students
indicated that approximately half of them appreciated WE listening training. Further, chi-square tests were conducted to explore whether
response trends varied by year group (1st-year: n = 101; 2nd-year: n = 74) and CEFR level group (A1: n = 89; A2: n = 86). The results
revealed that 1) second-year students found WE listening more helpful and 2) the CEFR A2 group responded more favorably to continuing
WE listening training. Reasons for favoring NE listening included ease of comprehension, future study abroad destinations, and an ideal
pronunciation model. Conversely, students favoring WE listening mentioned an interest in language varieties, a desire to communicate,and familiarity with non-native English speakers.

Day 2, 14:10-14:35, Room 506 (Case Study/ Action Research)

A Curriculum Revision of a Year-Long Extensive Reading Course at a Bilingual University in Japan
Yagi, Keita (International Christian University)

Day 2, 14:10-14:35, Room 511 (Research Paper)

A Situated Literacy Practice: Examining How Literate Talk Scaffolds Comprehension
Yasunaga, Akie (Tokyo Keizai University)
Researchers in EFL contexts, up to date, may consider literacy in the domain confined to reading and writing skills. However, since the1980s, “The New Literacy Studies” (the NLS) that views literacy as a social practice done by people in sociocultural and historical contexts
has shaped a body of research (Street, 1984; Gee, 2000; 2015). The NLS criticizes the narrow cognitive skill-based reading and writing
instructions, and researchers standing on the NLS take an ethnographic approach to investigate how people, the participating actors, engage
in literacy practice, using multiple semiotic systems, such as textual, oral, and visual signs embedded in their shared contexts. The NLS
examines literacy in situated social contexts and views oracy, talking about our thinking, negotiating deals, or expressing attitudes, is an
essential component of shaping the practice, which is completed with written texts (Street, 1984). This study takes the NLS approach andthe researcher incorporated literate talk in general English courses in Japan. The literate talk is teacher-initiated whole-class interactions
aiming at scaffolding conceptual learning of the students articulated in the texts. It entails social dialogues by which teachers relate theconcepts to students’real experiences, thereby helping crystalize abstract meaning and learn literate behavior while engaging with the texts.
As such literate talks take place around the Zone of Proximal Development, a ZPT, of the students by questioning and identifying themeaning of the writers (Vygotsky, 1986; Lapkin et al., 2010). The researcher analyzed qualitatively her recorded transcripts of the literatetalks as well as the discourses thereafter the students wrote in the assigned reflection paper. The analysis found, firstly, literate talks provided
abundant reciprocal interchanges during which essential sentence structures are recycled repeatedly. Secondly, literate talks push students
to advance their reflective thinking through interacting with the teacher and the writer.

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In this presentation, I will explain how the curriculum and materials of a year-long extensive reading (ER) course were revised based on
student and teacher feedback. In AY2023, as a coordinator of this ER course, there were various aspects that needed to be changed. For
example, although a paid online ER platform called Xreading (xreading.com) was employed during the COVID-19 pandemic, ouruniversity’s English program decided to use printed graded readers at the library and a platform called Mreader (mreader.org) where thestudents can take quizzes on the graded readers for free. Because of this change, I made necessary adjustments in the spring term. In theautumn term when the students experience a reading circle activity (Furr, 2011) by reading the same fiction books as other students, I
decreased the available roles for this activity. In the past, there were six roles: summarizer, word master, discussion leader, connector,
passage person, and culture collector. However, in AY2023, I decided to remove “summarizer” so that everyone can collaboratively
summarize the book and take out “word master” so that the students can better concentrate on the book’s content while reading.
Furthermore, I made the remaining four roles more transparent and prepared new materials so that the students can understand these roles
more clearly. In the winter term when the students can choose only non-fiction books with other students, I made some new activities on
how to make “good” discussion questions related to the books. This presentation will elaborate on how the students’and teachers’ feedback
were incorporated into the curriculum revision. By seeing this presentation, the participants can get some practical tips for improving their
ER class regardless of the platform they use. At the end of the presentation, I will present how the course was further revised in AY2024.

Day 2, 14:40-15:05, Room 503 (Research Paper)

Reimagining the Role of ELT in the Trajectories of Learners Pursuing Higher Education:
A Focus on the (Re)positioning of the Researcher and the Researched
Hayasaki, Aya (Waseda University)

Day 2

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This presentation delves into the persistent educational disparity in Japan, highlighting how English Language Teaching (ELT) influences
the academic, professional, and personal trajectories of learners. Prior research indicates that English proficiency among Japaneseindividuals, a prerequisite for many university entrance examinations today, is impacted by factors such as socioeconomic status (SES),
gender, and region of origin (Terasawa, 2015). Notably, the gender trend in English proficiency has reversed over generations, with womencurrently outperforming men. This could suggest that English has a transformative role for women, who often face educational
disadvantages. However, in academic literature, English is also portrayed, often ironically and critically, as a "saviour" for ambitious
Japanese women seeking liberation from a male-dominated society (Kelsky, 2001; Kitamura, 2011, 2020; Kubota & McKay, 2009,
Takahashi, 2012). In this presentation, I share findings from a qualitative study aimed at better understanding and empowering socially
underrepresented individuals, including women from rural Japan. This is achieved by re-examining reflexivity in research through anintersectionality lens. I focus specifically on the opportunities and challenges of incorporating the researcher's personal experiences andemotions into research, and critically reflect on the positioning and repositioning of the researcher and the researched in the process. The
discussion moves beyond the focus on unequal environments, underlining the importance of understanding learners who have overcome
these disparities in different ways. This approach requires a nuanced understanding of learners' trajectories, considering intersecting social
factors and recognizing the researcher's role in this process (Finlay, 1998; Hammond & Wellington, 2012). Finally, I propose treatingreflexivity not simply as a task in qualitative data analysis, but as a critical and ethical action throughout the research process (Consoli &Ganassin, 2023).
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Fostering Self-Knowledge in EFL Classroom Through Personal Statements
Zaborska Schack, Dorota (Osaka University)
This paper presents an action research study aimed at fostering self-knowledge among first-year EFL students through the crafting of theirpersonal statements. The study involved a qualitative analysis of reflections from a cohort of 200 students enrolled in a semi-compulsory,
15-week-long course at a national university in Japan. The course was informed by soft CLIL approaches and focused on enhancing
students' English output skills, both written and spoken, while simultaneously encouraging self-discovery. Central to the course was theresearcher/instructor's thematic emphasis on self-understanding and interpersonal awareness, drawing on the principles of personality
typology and positive language education. By engaging students in activities designed to facilitate meaning-making and reflection, thecourse sought to empower students with basic psychological literacy, enabling them to better comprehend themselves and their peers.
Through crafting personal statements, students were prompted to examine their own experiences, aspirations, and identities, thus fostering
introspection and self-expression. The qualitative analysis of student reflections revealed insights into their evolving self-awareness andthe significance of the personal statement process in facilitating this growth. This research contributes to the broader discourse on English
language teaching in higher education by demonstrating the value of integrating psychological perspectives into language instruction. By
providing students with opportunities for meaningful self-exploration within the language learning context, language educators canenhance not only their students’ language proficiency but also their personal development and interpersonal understanding. The findings
highlight the importance of aligning language pedagogy with students' immediate and future life contexts, offering a nuanced approach to
English language education that prioritizes holistic student development. Finally, this study offers practical implications for university
language educators seeking to enrich the learning experience and foster deeper engagement with both language and self.

Day 2, 14:40-15:05, Room 505 (Research Paper)

Exploring Pre-Service Teachers’ Perceptions and Experiences in Micro-Teaching:
Focus in Technology Adoption
Rohmah, Zuliati (Universitas Brawijaya)

Day 2, 14:40-15:05, Room 506 (Research Paper)

Attitudes Towards Peer Reviews With Read-aloud in Writing Classrooms of Mature University Students
Nakamichi, Yumi (Rakuno Gakuen University)
Whether in a native (L1) or foreign (L2) language, writing is always considered a cognitively complex and demanding skill (Rasool et al.,2023). The writing scores, 146th out of 173 countries and regions (ETS, 2023), show that Japanese learners have difficulty acquiring
writing skills. In the current study, the author investigated how peer review, which includes reading the essays aloud, affects the writers
and readers of English language learners. Forty-six undergraduate students between their 20s and 80s participated in two writing sessions
in which students prepared essays on particular topics based on their previous speaking topics. This process includes (1) the individual
writing phase, (2) the peer-reviewing phase, and (3) the reflective phase. First, in the individual writing phase, students wrote essays
individually in class. Second, in the peer-reviewing phase, the students read an essay of their partner and wrote comments on them. Third,
the students reflected on their essays and peer-reviewing comments in the reflective phase. In the second session, students read their essays
aloud to their peer-reviewer in the second phase before handing them to their reviewers. After the without-read-aloud and with-read-aloudpeer-reviewing sessions, the students answered the detailed questionnaires regarding their writing experience as writers and peer reviewers.
The results of these questionnaires showed that the means of the degree to which the writer could deliver well in their writing were 2.11
(SD = 1.99) without reading aloud and 2.84 (SD = 0.92) with reading aloud. The degree had increased significantly (t (18) = -2.42, p= .013, d = .48) by the read-aloud. Qualitative data indicated that the combination of voice and text helped the reviewers better understandtheir partners' feelings and intentions and, hence, the text. The reviewers also found their partners' good points and wanted to use theirfindings to improve their English learning.

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Micro-teaching provides pre-service teachers with opportunities to practice and refine their teaching skills in a controlled and supportive
environment. The current research aims to investigate pre-service teachers' perceptions of micro-teaching as a critical pedagogical step for
their professional preparation and development. Drawing upon constructivist and socio-cultural theoretical frameworks, the study explores
how pre-service teachers perceive the concept of micro-teaching in enhancing their teaching competencies, their expectations from themicro-teaching activities and render portraits of ideal teachers they have. In addition, the current research will also explore the pre-service
teachers’ experience in integrating technology in the classrooms, problems in the integration, and strategies in coping with the problems.
Data collection was done prior to, during and after the micro-teaching activities, and conducted through open ended questionnaire,
observations, reflections and an FGD. Findings from this research show that the Gen-Z pre service teachers prefer to have classes which
require them to use technology than the ones without technology. The findings contribute to the ongoing discourse on teacher educationby providing insights into the concept and expectations from micro-teaching activities as perceived by the direct stakeholders, offering
implications for the design and implementation of teacher preparation programs to better support and cater for pre-service teachers'
professional growth.

Day 2, 14:40-15:05, Room 511 (Case Study/ Action Research)

English Language Education Dynamics:
A Cross-Institutional Study of Student Attitudes in English Medium Instruction
Sato, Tomoe (Yokohama City University)

Day 2

Regular Presentation

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Demand for the "Englishization" of higher education (HE) is rapidly growing worldwide. This presentation focuses on a comparative
study of the role of English in HE, involving two universities: one in Japan and one in Türkiye. A part of the data for this study was gathered
during my time as a visiting scholar at the Middle East Technical University (METU), located in Ankara, Türkiye. METU, a state
university, offers full English Medium Instruction (EMI) programs in which all academic courses are conducted in English. Furthermore,
English language courses are provided as part of a preparatory program for students with lower English proficiency. While the Japanesepublic institution in this study is not part of the Top Global University Project, launched by Japan's Ministry of Education in 2014 to fund
37 universities to operate EMI programs, the institution does offer some EMI courses and EMI English language courses. Despite thepromoting of EMI courses in Japan, there remains skepticism among faculty and students about the importance of English language
education, especially since the majority of universities continue to conduct many academic programs solely in Japanese. This skepticism
is particularly evident among a certain group of students from non-EMI departments at this Japanese institution. Their perceptions toward
English language courses are rather negative, with occasional questioning of the purpose of such courses. Additionally, these students
prioritize obtaining higher scores on external English proficiency tests as the most essential goal. This raises a crucial question: What is
the role of the English language in higher education? This study aims to explore students' diverse perspectives and attitudes toward English
language education between two institutions and to understand the varied dynamics between the two institutions, in hopes of providing
insights into the shaping of the role of English language in higher education into the future.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 16:20-16:45, Room 411 (Case Study/ Action Research)

Value of Taking Risks: Activity Design in Initial Teacher Training「果敢にリスクをとる英語教員」養成―アクティビティ・デザインから始める模擬授業作り
Saito, Aiko (Setsunan University)
3 年対象「英語科教育法」の目標は、中学・高等学校の教員免許取得を目指す実習前学生の、理論的・実践的な英語教育の知識習得である。2022、2023 年度と前・後期に 90 分の授業を 15 回実施し、クラスサイズは 10〜15 名だった。以下、現状と仮説、授業の手順、結果と結論を述べる。履修生が「英語で英語を教える」授業案を作る際、新出語句の教え方から考え始めると時間がかかり、授業後半のアクティビティが作れない例が増えてきた。実技の場でも、彼らは自信を持てるからと、独創性を発揮しづらいドリル練習部分を選んだりする。だが実習先の生徒が楽しめる企画づくりを練習しないのは惜しい。もし、自由度の高い「アクティビティ・デザイン」から始めたら、彼らはもっとリスクをとるだろうか？ そこで、50 分授業の案を立てるが実技はアクティビティ部分のみ、としてみた。授業案を説明しながらのアクティビティのリハーサルと相談の回（90 分）を確保し、翌週の本番はリハと違うことをしても構わない、と伝えた。その結果、どの履修生もリハで体験したのは、準備したオリジナルな教案が想定通りに機能しない点だ。彼らは脚本をどう変えれば狙った効果が出るか考えたり、代替案をその場でやってみたりした。また、当初は問題なく思えた「教員の問いかけ」から導かれる「生徒の答え」が、自然なやりとりでは「新出語句を生徒の口から文章で言わせる」ことが難しくなる例が多々見つかった。想定
回答から逆算してやり取りを再度デザインし直すと、同じ教材を使って無理なく狙い通りの発話練習ができるようになった。結論として、企画を考えるおもしろさと難しさが履修生を突き動かす効果がみられた。リハが思うように進まなくても、それは当たり前のこととクラス中が受け止め、「改定案作りは成績不良者の再試ではない」という共通認識も生まれた。発表ではさらに実例を紹介しながら分析を進める。

Day 2, 16:20-16:45, Room 503 (Research Paper)

Navigating English Language Learning Motivation and Investment:
A Study of Chinese Undergraduate Students in Japanese Universities
Lu, Jiale (Waseda University)

Day 2, 16:20-16:45, Room 504 (Research Paper)

Japanese EFL Speakers’ Fluctuation of Willingness to Communicate:
Its Interplay and Association With Feedback
Sato, Rintaro (Nara University of Education)
The concept of Willingness to Communicate (WTC) is crucial for understanding how students engage in English as a Foreign Language(EFL) classrooms. As a dynamic and complex concept, WTC continually changes throughout the communication process. This research
focuses on the situational WTC of four Japanese EFL learners, specifically examining its relationship with feedback, especially corrective
feedback. This type of feedback is essential for EFL teachers to aid students in recognizing and correcting their errors or mistakes. In thisinvestigation, low-intermediate and advanced speakers were involved in an interactive communicative activity with the researcher. Every
spoken interaction was recorded, transcribed, and analyzed, along with qualitative data from the participants' self-evaluations and astimulated recall interview conducted after the activity. The study utilized both quantitative and qualitative methods to analyze the data,
revealing that the Japanese EFL speakers' WTC fluctuated during their interactions and was influenced by the type of feedback theyreceived. The results offer important insights for EFL teachers, highlighting effective feedback as a key to enhancing students' WTC,
engagement, and language proficiency in EFL contexts. This study underscores the dynamic nature of language learning and the vital roleof feedback in promoting communicative competence.

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The current study explored English learning motivation among international Chinese undergraduate students enrolled in Japanese
universities. 166 participants (64 male, 102 female) from diverse academic disciplines were recruited. A questionnaire was conducted togather data on students' English learning investment and explore six categories of English learning motivation: intrinsic motivation,
external factors, language anxiety, personal development, and life and socialization. Results showed that external factors was the most
predominant motivation, while personal development was the least one. Gender didn’t significantly influence students’ English learning
motivation, while academic major did play an important role: science major students reported more motivation to learn English out of
external factors and personal development than humanity major students. Interestingly, the longer students stayed in Japan, the more they
were motivated to learn English due to language anxiety, but less their intrinsic motivation and average daily English learning time. Also,
the investment of learning English was closely related to their English learning motivation. Average daily time spent in learning English
correlated closely with average monthly expenses on English learning. The average monthly expenditure is significantly related to theirmotivation from external factors and personal development. The results has shed light on the understanding of English language
acquisition among Chinese students in the contexts of Japanese higher educational institutions.

Day 2, 16:20-16:45, Room 505 (Research Paper)

The Feasibility of Integrating ChatGPT Into the Formal Assessment in EFL Writing Classroom
Matsuno, Sumie (Aichi Sangyo University College)

Day 2

Regular Presentation

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ChatGPT, developed by the US-based OpenAI corporation in November 2022, stands as the latest AI chatbot. Endowed with the ability
to address a wide range of questions and requirements, ChatGPT can effectively interact with writers and provide responses to theirinquiries. This presentation aims to explore the potential impact of ChatGPT on paragraphs written by Japanese English as a Foreign
Language (EFL) learners. Using FACET analysis, the assessments of a teacher were compared with those of ChatGPT, revealingdifferences. The results indicated that, while both the teacher and GPT assigned relatively high scores to the students, making it challenging
to distinguish between the writers' abilities, significant differences emerged in their assessments. Additionally, upon examining unexpected
responses, it became evident that the teacher had more unexpected responses than GPT. These unexpected responses resulted in how
many misfitting writers were in each rater. Obviously, more misfitting writers were detected in the teacher’s assessments than ChatGPT’s.
Scrutinizing this point, it was found that this disparity resulted from differing expectations between the teacher and GPT. In the presentation,
we shared the results of FACET analysis and how the teacher and ChatGPT interacted. When we check them, it's clear that explaining
what the teacher expects is important to make ChatGPT a helpful supporter. Overall, it was inferred that GPT can serve as valuable supportin evaluating students' writings. However, the potential for misunderstandings remains. Therefore, teachers must exercise caution whenutilizing this convenient tool.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 16:20-16:45, Room 506 (Research Paper)

A Comparative Analysis of Speech Rate in L2 Classroom Presentations
Bates, Daniel (Chuo University)
A primary goal for most instructors when setting a presentation assignment is to help nurture a student’s public speaking abilities in asecond language, in particular the development of fluency, clarity, and coherence. But to what extent does the method of presentation havean effect on the speaker’s ability to produce a second language fluently and clearly? While poster presentations allow for increased
repetition of a task as well as an informal interaction between the presenters and the audience, multimedia presentations, like PowerPoint,
encourage students to prepare and practice an extended speech with the ability to support their talk with visual and audio aids. This
presentation builds on previous research by the presenter which determined that due to a range of affective factors, low-proficiency
speakers of English felt more comfortable and thus performed better in poster presentations, while conversely more proficient English
learners preferred multimedia presentations. This research further considers this divide by performing a comparative analysis of the
speaking rate of a group of low-level English learners with a group of more proficient English learners while both present with posters andmultimedia slides in a Japanese university classroom context. Audio recordings and learner surveys were used in order to test the
hypothesis that the low-proficiency group are able to speak at an increased rate (while maintaining coherence and clarity) when giving a
poster presentation compared to a multimedia presentation, while in turn, the speech of the members of the more highly proficient groupwill be faster when giving multimedia presentations. The results of the research suggest that some of this hypothesis holds true and calls
attention to a number of factors that are worthy of consideration when instructors are assigning presentation tasks to classes with different
proficiency levels.

Day 2, 16:20-16:45, Room 511 (Research Paper)

Emotional Valence and Arousal of the Lexical Items in the E-NAWL Database: Replication and Extension
Kanazawa, Yu (Osaka University)

Day 2, 16:50-17:15, Room 411 (Research Paper)

Analyzing Objectives of English Language Courses in General Education:
Advancing 21st Century Competencies
一般教養英語科目における到達目標のテキストマイニング化：21 世紀型能力への転換に向けて
Kondo, Mutsumi (Konan Women’s University)
Higashi, Julie (Ritsumeikan University)
2010 年代頃から VUCA の時代に突入し、各国が複雑な社会を生き抜くための学力観の見直し・教育改革を実行している。これまで学
習言語の知識・スキルの獲得が中心的課題であった外国語教育も、新たな学力観の下、異文化理解能力、創造力、クリティカルシンキ
ングといった 21 世紀型コンピテンシー育成をその目標に加える動きが顕著である。日本においても、コンピテンシーに基づく教育改革が進められるなか、初等・中等英語教育では資質・能力の育成を明確に中心的課題とした学習指導要領の改訂が行われ、大学入学共通
テストでは言語能力だけでなく思考力の測定がなされている。では、実社会にバトンを繋ぐ高等教育の英語教育はどうだろうか。本研
究では、大学一般教養英語科目が何を育成しようとしているかを明らかにするために、関西圏（大阪府・京都府・兵庫県・奈良県・三重県・和歌山県）の私立大学 165 学部のシラバスを調査し、到達目標を RMeCab と KH Coder を利用してテキストマイニングした。そ
の結果、
「話す」
「読む」
「書く」
「会話」
「文法」
「語彙力」といった言語スキルの獲得に関連する語や、
「学習」
「参加」
「習慣」といった
学習態度面に関する語が頻出語として出現した。このことから、大学英語教育は、依然として、言語能力育成に重点が置かれており、初等教育・中等教育からの流れを断絶していることが明らかとなった。卒業後の実社会で今後ますます必要となる、コミュニケーショ
ン能力や高次思考力といったソフトスキルの獲得に、一般教養英語科目が目指すべき方策を提示する。

Day 2------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Regular Presentation

One of the scarce attempts to apply the insights of affective psychology to foreign language vocabulary learning is the development of anenriched, emotional, educational, and electronic version of the New Academic Word List (E-NAWL; Author & Lafleur, 2019; Lafleur &Author, 2021). E-NAWL is targeted to higher education learners of English as a foreign language, enabling them to study and review
academic words while allowing researchers and teachers to control and understand emotional valence of each word. A limitation of theoriginal E-NAWL, however, was that the reliability of the data (i.e., whether the results are stable and consistent) was not evaluated. In
addition, another pivotal construct in the circumplex model of emotion in the affective psychology (i.e., the emotional arousal) was notinvestigated (Posner et al., 2005). The present study was designed to overcome the limitations above. Undergraduate EFL learners in Japan
participated in the study. They were asked to complete online tasks in which they rated the emotional valence and arousal of each presented
E-NAWL items on a seven-point Likert scale (positive-neutral-negative; high-neutral-low). The questionnaires were completed
incrementally throughout the semester. In analysis, only the data that each participant answered they correctly knew the meaning wereused while the other data were omitted to ensure the valid semantic processing of each lexical item. It was revealed that the there was astatistically significant strong positive correlation (r = .87; p < .01) between the mean scores of lexical valence produced in this study andthe ones in the original E-NAWL study, showing their solid reliability. Furthermore, a V-shaped relationship was found between valence
and arousal. This is a finding harmonious with previous research in affective psychology (e.g., Kuppens et al., 2017), indicating an
additional validation of the methodology of this foreign language vocabulary study.

Day 2, 16:50-17:15, Room 503 (Research Paper)

Investigating the Effects of Intercultural Communication on Japanese EFL Learners’ Willingness to
Communicate in the Classroom

Day 2

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Toyoda, Junko (Kansai Gaidai University)
Bollman, Joshua (Kansai Gaidai University)
Taguchi, Tatsuya (Aichi University of Education)
There is now a trend in tertiary education to provide students with on-campus intercultural communication (IC) experiences. However,few studies have explored the effects of such experiences on language learners’ L2 speaking psychology. This study examines the effects
of IC experiences on enhancing the situational Willingness to Communicate (WTC) of Japanese university EFL students. Participants
were 91 first-year university students from four required English communication classes taught by a native English-speaking instructor.
The classes were randomly divided into a control group (46 students), which took regular classes without intervention, and an IC treatmentgroup (45 students), who were asked to attend once-weekly face-to-face IC exchanges with international students. At the beginning andend of the semester, participants’ situational WTC was measured through self-ratings of situational WTC on a scale from 0 to 10 following
the Experience Sampling Method (ESM), which collects real-time data from participants’ smartphones. Additionally, qualitative data wereobtained from semi-structured interviews with 16 volunteer focal participants. The quantitative ANOVA analysis showed that following
the IC experiences, the IC group’s situational WTC scores did not significantly change between the two time points. However, thequalitative analysis of the semi-structured interviews revealed that although IC experiences benefited participants in multiple ways (e.g.,fostering their perceived confidence in speaking the L2 as well as their willingness to seek further intercultural opportunities), they wereunable to apply these gains to their own classroom L2 use. Their hesitation to use their gain can be attributed to classroom-related social
factors, mostly classmates’ own WTC level, which strongly influenced their decision to speak up in English, remain silent, or speak only
Japanese. These findings provide new insights into WTC in EFL classrooms as well as in the role of intercultural communication in EFL
learning.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 16:50-17:15, Room 505 (Research Paper)

Language Learning Beliefs Held by University Student English Learners:
Do They Change After Entering College?
Iwanaka, Takahiro (Yamaguchi Prefectural University)
Language learning beliefs influence EFL learners' learning methods and ultimately affect the success or failure of second language learning.
It is believed that language learning beliefs are formulated over a long period of time and rarely change after entering university. This study
aims to clarify undergraduate EFL learners' language learning beliefs, how they relate to their English proficiency, and whether they change
after entering college. The survey recruited 63 undergraduates as the participants and was conducted with the permission of the Bioethics
Committee of the university the presenter is affiliated with. A 52-item questionnaire was employed to assess their language learning beliefs,
and the participants completed the questionnaire in April (Time 1) and December (Time 2). They took TOEIC® three times during theperiod. Their language learning beliefs were analyzed using the Time 1 TOERC® score as an explanatory variable and the TOEIC® scoreincrease as an explanatory variable. The following results were obtained: 1) The participants’ language learning beliefs at Time 1 did not
differ by their English proficiency; 2) The participants’ language learning beliefs at Time 1 did not predict their growth in English
proficiency; and 3) The participants’ language learning beliefs did not change significantly after entering college. This study discusses thatwhile learners at the B2 level or above are likely to have experiential learning beliefs, those at the B1 level or below are likely to haveanalytical learning beliefs, and that university EFL learners’ language learning beliefs would not change without teachers’ explicit
pedagogical intervention. It then argues that university English teachers should identify learners’ language learning beliefs that relate tosuccessful learning and those that negatively influence language learning. Finally, it concludes that English teachers’ important role is toencourage learners to develop desirable language learning beliefs through instruction.

Day 2, 16:50-17:15, Room 506 (Research Paper)

The Effects of Instructions on Lower-Level Process Skills in Reading and Read-Aloud Exercises on the
Speaking Performance
Hayafune, Yukimi (Graduate School, University of Tsukuba)

Day 2, 16:50-17:15, Room 511 (Research Paper)

Investigating Productive Vocabulary Knowledge Changes in Lower-Level English Proficiency Learners:
Through an Innovative Writing Approach
Elmetaher, Hosam (Nagoya Women’s University)
This study investigates productive vocabulary knowledge changes among pre-intermediate L1 Japanese learners of English using the SelfWriting Assessment Prompt Task (SWAPT). Unlike other productive vocabulary knowledge tasks (e.g., LFP, Laufer and Nation (1995);
PVLT, Laufer & Nation (1999); Lex30; Meara & Fitzpatrick (2000)), SWAPT requires participants to produce a full text on a topic that isfamiliar to all participants. The study included 24 participants, all L1 Japanese learners of English enrolled in a compulsory English
Communication Skills class. The class met twice per week, with each session lasting 100 minutes. Participants were asked to respond to
the Self-Writing Assessment Prompt Task (SWAPT) by reflecting in writing on their final presentation performance. Responses werecollected on an online platform, with a word limit set between 130-160 words. The SWAPT was repeated three times, at the end of eachstudy quarter (Q1, Q2, and Q3). Responses were checked for typos and then processed with a relevant, recent word corpus corresponding
to the participants' L1 (i.e., the new JACET8000; Ishikawa, 2016). The results showed that the average percentage of infrequent words
produced in time 2 (13.6%) was less than in time 1 (14.25%), but this percentage increased in time 3 compared to the first and second
times (15.99%). However, the average number of words produced was higher in the second time (3827) than in both the first (3343) andthe third (3756). The results, potentially supported by earlier research (e.g., Elmetaher 2021, 2022), suggest that the development of
productive vocabulary knowledge might be inconsistent, but they offer interesting insights into how this development might occur. Initially,
participants produced longer texts with less infrequent words. Over time, as their vocabulary knowledge expanded, their texts became
shorter, using more infrequent words. These findings have important implications for language classrooms and vocabulary assessment.

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Relations between Japanese university students’ English reading skills and their speaking performance were studied. For university
students who have learned basic English skills before entering the university, reading seems to be the easiest one to tackle, and speaking
seems to be the most difficult skill to acquire. Many Japanese private companies, which most university students will join after graduating,are now globalized and English-speaking skills are very much needed. However, in the English as a foreign language (EFL) environment,
as in Japan, opportunities to speak English are often limited in a classroom, and speaking rehearsal cannot be performed many times. Ifother skills can cover the lack of opportunity to practice speaking, it can help learners to some extent. This study compared students’
speaking performance before and after instructing their lower-level process skills in reading including vocabulary, grammar, and reading
comprehension, and read-aloud exercises. Ninety-five students participated in this study. In every class, they read a text of around 300
words and answered reading comprehension questions. After checking answers by themselves, the teacher gave them a lecture explaining
the content of the text, grammar, and vocabulary. After that, the students read aloud the text once. TOEFL-type reading tests, vocabulary
tests, and speaking tests were conducted three times before the instruction, and after the 5th and 10th instructions. Three different types of
speaking tests were conducted to seek students’ various speaking skills based on CAF (complexity, accuracy, and fluency). Results ofthese tests were analyzed using ANOVA and how the improvements in reading skills and read-aloud exercises affect the speaking
performance was discussed.

Day 2, 17:20-17:45, Room 411 (Case Study/ Action Research)

CLIL x Dialogue and Encouragement = Motivation and English Proficiency: A Foundation for Continued
Future Growth in Specialized Fields through Classes to Develop Self-Directed English Language Learners
CLIL×対話と励まし＝意欲と英語力のアップへ ― 自律した英語学習者を育てる授業で、将来専

Day 2Regular Presentation

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門分野で成長し続ける土台を
Oike, Kyoko (Hokkaido Chitose College of Rehabilitation)
理学療法士、作業療法士を育てる医療系単科大学で７年間に亘り、そのカリキュラムポリシーに基づいて、シラバスと授業の改善を図ってきた授業実践成果の報告である。1 年生の基礎英語に続き、２年生の保健医学英語 I は、４つのレベルの各クラス約 27 名編成で、CLIL（内容言語統合型学習）方式をベースに展開している。講義の目標は、１．英語の苦手な学生達がモチベーションを高く保ち学習に取り組み、英語力をつけること、２．学生が将来臨床現場で自律して専門性を磨き続け、セラピストとして成長し続けられるように英語の学び方を身に着けること、である。学生による毎回の授業振り返りシートや授業終了時アンケートと、発表者の授業メモを基に、毎回、毎年の授業に改善を加えている。今年度は特に、学生との対話と細やかな励ましを大切にして展開してきた。具体的には、初回
オリエンテーション時に講義の見通しを持たせること、ペアコミュニケーション帯活動の導入、一貫したリーディングストラテジーの指導と練習、単元導入時の工夫、オンライン単語学習アプリ「クイズレット」の導入、ユーチューブ教材の活用、ペア単語クイズ合戦、
グループでのリサーチプロジェクト、アブストラクト読解練習、グーグルドキュメントやグーグルフォームを用いてのミニ復習テストとフィードバックに注力した。その結果、期末試験では例年よりクラス全体の授業理解度が上がり、また、授業評価アンケートによれ
ば、学生が意欲的に学習活動に取り組んだことが示された。発表では、対話と励ましの持つ教育的効果についても交流したい。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 2, 17:20-17:45, Room 503 (Research Paper)

Effects of Personality Traits and Affective Factors on English Prosodic Features in Japanese University
Students: Acoustic and Physiological Analyses
Nakamura, Hiroko (Tottori University of Environmental Studies)
Saeki, Namie (Doshisha Women's College of Liberal Arts)
Nomura, Kazuhiro (Konan University)
There are only a limited number of studies that focus on the effects of L2 anxiety on prosody. (Baran-Łucarz, 2011; Szyszka, 2011). This
study aims to explore objectively whether shyness and communication apprehension (CA) in both L1 and L2 affect pitch at the word level
in English oral reading and spontaneous speech based on physiological and acoustic analyses. The participants were 38 university students(14 males, 24 females). The study used three questionnaires to measure shyness (Trait Shyness Scale), L1CA (Personal Report ofCommunication Apprehension), and L2CA (8 items from the Foreign Language Classroom Anxiety) along with the Versant speaking test
to assess oral proficiency. The procedure was as follows: Participants were instructed to wear a smartwatch to measure heart rate (HR)and complete a series of tasks. These tasks included reading an English text, reading a Japanese version of the same text, reading theoriginal English text again, speaking about a personal happy experience for one minute, and completing questionnaires. Comparative
analyses were conducted on the first English reading, the second English reading, and the spontaneous speech. The target word for analysis
was ‘happy’, which was extracted from both the English passage and the spontaneous speech. The significant findings include: 1)
Participants with higher levels of CA in public speech did not exhibit changes in HR between the first and second readings and displayed
the highest HR during the spontaneous speech. 2) Participants with higher levels of CA in their second language (L2) exhibited a narrower
pitch range during spontaneous speech than those with lower CA in L2. These results suggest that individuals with higher anxiety levels
remain nervous during the first, second readings, and spontaneous speech, and appear to be less proficient in word stress.

Day 2, 17:20-17:45, Room 504 (Case Study/ Action Research)

Enhancing English Language Learning With ChatGPT and Text-to-Speech Technologies
Obari, Hiroyuki (Globiz Professional University)

Day 2, 17:20-17:45, Room 505 (Research Paper)

Japanese Learners’ Visual and Auditory Perception of English
Ueda, Marisa (Ritsumeikan University)
The study aimed to investigate two hypotheses regarding Japanese learners’ visual and auditory perception of English. Hypothesis 1 statedthat learners’ visual perception is better than auditory perception. Hypothesis 2 was that loanwords in English have a negative effect onlearners’ auditory perception. The participants were 115 students aged between 18 and 21 at two Japanese universities. A standardised test
was administered prior to the experiment to ensure that the students’ listening proficiency levels were equal. Eight tests were conducted in
total. Tests 1 to 4 evaluated listening and Tests 5 to 8 assessed reading. The words used in this experiment were selected from Leech et al.
(2001). Test 1 evaluated the number of words participants recognised through listening. They were asked to write the 20 nouns on aprovided sheet. If students were unsure about the spelling of the English words, writing the correct meanings in Japanese was considered
acceptable. Test 2 had the same words embedded in 20 separate sentences and the author observed how many words the participants
recognised when listening. Tests 3 and 4 followed the same format using verbs. For Tests 1 to 4, all the words and sentences were readonce by the author. For participants’ reading, Test 5 assessed how many words the participants understood through silent reading.
Participants were asked to write definitions (in Japanese) of the 20 English verbs they read. In Test 6, the same words were embedded in
20 separate sentences and the number of words understood was noted. Tests 7 and 8 followed the same format with nouns. The results
supported Hypothesis 1. Visual perception was more accurate than auditory perception; reading helped participants understand more
words than listening. For Hypothesis 2, the null hypothesis was accepted: Loanwords in English had a positive effect on learners’ auditory
perception.

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Day 2

This paper introduces a groundbreaking pedagogical approach that incorporates artificial intelligence (AI) and text-to-speech (TTS)
technologies to enhance the teaching and learning of English, focusing on improving students' composition skills, oral language abilities,
and overall proficiency in English. Central to our methodology is the strategic use of ChatGPT for initial corrections and refinements oftexts, Deep L Write for advanced editing, and text-to-speech applications to aid in the practice of pronunciation and intonation. Thisapproach is applied across three principal assignments: an 'AI-Assisted Photo Essay,' a 'Bilingual Presentation of a Japanese Book,' and'Children's Storytelling with Ririro,' providing a comprehensive, technology-enhanced learning experience that promotes active student
engagement. Our empirical findings, derived from a 30-week study period, indicate a notable enhancement in the English language skillsof participants. Notably, the integration of ChatGPT in writing tasks led to a doubling of the output in students' final essays compared totheir initial efforts. Survey results further corroborate the effectiveness of our methodology, with 80% of students acknowledging thebeneficial role of ChatGPT in their language learning journey. Enhanced vocabulary, grammar improvements, and better sentence
structuring were among the significant gains reported. Additionally, an 84% satisfaction rate with ChatGPT's role in English education
underscores the potential of AI technologies to revolutionize language learning. The presentation aims to elaborate on our innovative
methodology, documented improvements in English proficiency, and constructive student feedback on AI technology usage. By
disseminating our insights, we seek to contribute to the ongoing dialogue among educators and technologists on leveraging AI for language
education, proposing a forward-looking trajectory for English language pedagogy.

Day 2, 17:20-17:45, Room 506 (Research Paper)

Reducing Foreign Language Speaking Anxiety in University Students Through Student-Created Videos
Moskowitz, Nicole (Kwansei Gakuin University)

Day 2

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"Flip is a social language-learning platform that is used via a smartphone application or website. It is popular with teachers as they can
assign speaking practice for homework and monitor student videos, modify topics, easily upload class information, and is free. Students
can practice, personalize, and post videos which gives them the locus of control, and watch and reply to their classmates’ videos. Using
videos and technology in general as a medium of communication has been a method which helps promote willingness to communicate
and decrease anxiety. If students cannot produce output, they will be unable to fully engage in language development and speaking anxiety
can increase. Considering this, how does using Flip affect learners’ foreign language speaking anxiety (FLSA)? What changes in FLSA
levels occurred after 15 weeks? To investigate these questions, six EFL classes from a private Japanese university made five Flipgrid
videos every 2-3 weeks over a 15-week semester. These videos were related to their textbook topics, with students being allowed to planor not, depending on their preference. A questionnaire was created with selected questions from the Foreign Language Classroom Anxiety
Scale (Horwitz, Horwitz, & Cope, 1986), and The Shortened Scale of Second Language Listening Anxiety (Kimura, 2017). The survey
validity was analyzed Guttman’s Lambda 2, 3, and 6 Coeffcient (all larger than 0.9, indicating strong internal reliability) The selected
questions focused on FLSA, was then translated into the students’ L1, and given as pre- and post-tests to both groups; the aforementioned
experimental group, n=147, and the control group (n=135) who completed their regular English conversation classes. Mann-Whitney
results showed the control group reported significantly higher FLSA for 4 survey questions and one PCA of Self-Focused Apprehension.
In this presentation, the research, results, limitations, and how speaking anxiety was affected by video creation will be discussed."------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Day 3, 09:30-09:55, Room 408 (Research Paper)

Implications for Effective English Debate Learning: Corpus Data Analysis of Oxford Union Debates
効果的な英語ディベート学習への示唆：Oxford Union ディベートのコーパス特徴語分析
Nakatani, Yasuo (Hosei University)
１ 研究目的
コモンウェルス 54 ヵ国及び米国ではディベート教育が重視されている。だが日本では信頼性のある研究に基づく提案は少ない。このため本論は効果的な英語ディベート学習への示唆を目的とし世界最大のディベート組織である Oxford Union（OU）公式ディベートの規模の大きなコーパス分析を行う。仮説は、優れたディベーターの発話の特徴語分析により英語学習者が活用できる有効な Communication
Strategies(CS)が抽出可能である。
2 研究手法OU ディベーターの効果的 CS 調査の信頼性と妥当性を高めるため次の手順で検証した。
2.2 コンコーダンスソフト AntConc を導入しワードリストを作成した。参照コーパスとして英国英語の BE06 と米国英語の AmE06 の
2.③ これらを Keyword 分析により Log-Likelihood test で代表的ディベーターの特徴語を抽出した (Critical Value: 3.84, p <0 .05)。さらにクラスター分析とプロット分析を行い、有効な CS がどこで、どのように活用されるのか確認した。
3 結果と結論
優れたディベーターの使う 100 の特徴語を抽出した。特に、we, you, that の使用頻度が高い。今回は最も顕著な we に注目する。クラス
ター分析では we need to, we have to, we are not 等が多用されていた。またプロット分析では、これらの表現は自分の主張の妥当性を高め、反対側の主張への反駁を行う際に、効果的な CS として使われることが明らかになった。結果として、英語学習者のディベートおいて、
we クラスター関連の CS を導入する有効性が示唆された。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 09:30-09:55, Room 409(Case Study/ Action Research)

Learning a CLIL subject in Collaboration with a Minor Program
副専攻専門科目との協働で CLIL 科目を学ぶ
Tada, Megumi (Hirosaki University)
弘前大学では 2023 年度から全学にわたる 19 の副専攻を立ち上げた。筆者はそのワーキンググループの一員として、副専攻の始動に携わったが、その中のひとつ、「持続可能な開発目標 SDGs 教育プログラム」にて、選択科目の一つとして「英語で考える SDGｓ」を、CLIL 教科として開講した。CLIL は教科内容と言語習得の両方を促す教育アプローチとして近年注目されている。目標言語を使用しな
がら、科目の理解と言語スキルの向上を両立させるのだが、CLIL に常に付きまとうのは語学教師が必ずしも科目の専門家ではないという課題である。英語教員が自分の専門分野以外の科目を教えるという課題に対して，その専門分野の深い知識が十分でないと，学習者への正確な情報提供や深い理解が難しくなる可能性がある。また専門科目の教員が自身の教科を英語その他の他言語で効果的に教える
ための専門的な教育方法についての知識や経験が不足していることがある。しかしながら副専攻の科目群の一つとして、開講されたことにより、図らずもこれは CLIL 型の英語教育を思わぬ形で助けることとなった。専門教科による語学教科の内容補完を可能にしたのである。また、SDGs 自体が国際的な取り組みで、かつ文系理系分野多岐にわたるテーマであることから、学生は副専攻科目の枠組みの他教科で学び、文理にかかわらず自分自身の専門をその理解と発展に生かしながら、学ぶことができた。本報告では副専攻「持続可能な開発目標 SDGs 教育プログラム」の中の選択科目の一つ「英語で考える SDGs」が語学教育としての目的を果すのみならず、学生が英語で 1）自分の専門を背景として、2）自分がよく知っていることを、自分事として ownership をもって話すことができ、さらに 3）コア
科目を始めとする様々な副専攻プログラムの教科で学んだことを生かしつつ、意味のある内容を学ぶという仕組みを報告する。

Day 3

約 102 万ワードを活用した。

一
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表

Regular Presentation

2.1 OU 130 人のディベートをトランスクリプションに直し約 205,000 ワードのコーパスデータを作成した。

Day 3, 09:30-09:55, Room 410 (Case Study/ Action Research)

A Practical Report on eTandem Online International Exchanges
Through Video Chat at Public Elementary and High Schools
公立小学校、中学校、高等学校におけるビデオチャットを用いた
イータンデム・オンライン国際交流の実践報告
Konishi, Masae (Tsuda University)
大学生を対象とした、ビデオチャットを用いたイータンデム・オンライン国際交流を 10 年間継続して実践した経験を踏まえて、公立小学校、中学校、高等学校で、同様のイータンデム(二言語交換状況)でのビデオチャットを用いたオンライン国際交流の実践を試みた報告を行う。教諭たちからは、国際交流を実践してみたいという思いを持っていても、交流相手探しや、交流相手との具体的な交渉について懸念を抱えており、実践に踏み出せないという声があった。交流相手探しと交流実施に向けた日程や交流内容等の調整の際に、大学

Day 3

Regular Presentation

一
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生での経験を持つ筆者が手助けをすることにより、交流が実現できるかどうかを確認するために、交流実践を希望する教諭を募り、2023
年度は、東京都と神奈川県の公立小学校各 1 校の 6 年生、京都府の公立小中一貫校 1 校の 9 年生、神奈川県立高等学校 1 校の 3 年生を対象とした 4 校でのプロジェクトを実現できた。神奈川県の公立小学校では、6 月と 10 月の年 2 回の実施が可能となった。本実践報告
では、小学校、中学校、高等学校での実践の利点とともに、実践のための困難点やその克服方法についても詳述する。まず、ビデオチ
ャットという同期的なオンライン国際交流を双方の授業時間枠内で実施するために、時差が少ないオーストラリアを交流相手に選んだ。
イータンデムでの国際交流のために、日本語教師の協力者を探した。イータンデムの対等な立場での交流という利点を生かすために、できる限り同学年の交流相手を探した。交流に向けての具体的交渉は、双方の教諭とコーディネータ役の 3 名が顔を合わせた形で、Zoom meeting を活用して行い、補足的に電子メールを活用したり、交流当日のトラブル対応のために、SNS のアカウントを交換し、交流当日の教室での実践時にも電話やメッセージのやり取りで状況把握ができるようにした。4 校共通の事柄と各校特有の事情をともに、発表時に具体的な事例を交えて報告する。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 09:30-09:55, Room 411 (Research Paper)

Verifying the Effect of Distance Learning Using TED Talks on Listening Ability:
Targeting First-year University Students With Low English Proficiency
TED Talks を使用した遠隔授業がリスニング力に与える効果の検証―英語力の低い大学 1 年生を対象に―
Hasegawa,Shuji (Uekusa Gakuen University)
X 大学では、新型コロナウィルスの感染拡大に伴い、2020 年度から Google Classroom による遠隔授業を取り入れた。その際、英語力の低い大学 1 年生を対象に、まずリスニング力の向上を目指し、利便性が高く、知的好奇心を喚起し、自学自習も可能という観点から、
TED Talks を教材とした。そして、独自の学習作業を組み合わせ、2022 年度には初めて英検準 2 級のリスニングテストによる事前・事
後調査を実施できた。その結果、1 年生対象の前期「英語Ⅰ」と後期「英語Ⅱ」で共に、成績向上の有意な差を確認できた。そこで、本研究の目的は、今後の英語力の発展へ向け、2023 年度の後期「英語Ⅱ」において、前年度と同様の授業を行った場合、リスニング力が有意に向上するかを検証することであった。参加者は、英語を専門としない X 大学 1 年生男女合計 20 名である。TED Talks から 1 授業につき 1 話の割合で、90 分授業を 10 回実施した。学習作業は、まず宿題として授業ごとに 1 話を視聴し、10 項目の質問に答えて返信する。次に授業の冒頭で英語の「確認テスト」が行われ、結果がフィードバックされる。続いて、シャドーイング、感想の記述、「確認テスト」で誤答の多い問題の解説、Writing 課題となる。検証は前回と同様に、事前・事後のリスニングテストの成績を t 検定で比較した。加えて今回は、事後に情意面に関する 15 項目の 5 件法アンケートを実施した。また、勉強法を調査するため、「確認テスト」対策
を自由筆記で書いてもらった。その結果、リスニング力は今回も 5％水準で有意に向上し、効果が検証された。アンケート調査からは、「今回のような遠隔授業のやり方は効果的だ」という項目で、平均ポイントが最も高く 4.2 であった。自由筆記を KH Coder で分析した
結果は、英語や日本語の字幕機能を活用して、動画を繰り返し視聴している様子が分かった。

Day 3, 09:30-09:55, Room 503 (Research Paper)

Facilitating Growth through Dialogues with Generative AI “Fostering Learner Autonomy to Address
Challenges in English Education”
成長を促進する「生成 AI との対話」―生成 AI がひきおこす英語教育上の諸問題解決は学習者自律の育成で―Kochiyama, Akiko (Meisei University)
本発表では、生成 AI との実りある共存を目指した授業実践の効果を分析して報告する。生成 AI 出現前の英作文では、学習者自身が書いたものを支援者（教師等）が修正していく過程で英語力がついたが、出現後では、即座に成果物が手に入り提出してしまえるので学習者は学びのプロセスという機会を持たないままとなってしまう。しかし発表者は、この生成 AI が、学びの主体たる学習者の「英語力伸長のための対話の相手」になりうる存在である点に着目した。対話では相手が語る内容（音声でも文字でも）を理解し、しかもそれ究発表型の授業にさらに配慮を加え、発表までに十分の時間を取り、生成ＡＩをどのように工夫して使ったかなどの相互議論や自己省察を重ねて意識を深める機会を持たせた。対象学生は上級コミュニケーションクラス（選択・全学年）履修者約 30 名で、授業は以下の③発表内容を英語で表現する際、生成 AI を「自分の英語力育成にとって最良となるように」活用し自力での成果物を完成する。
（具体
的には、自分で書いたものを生成 AI にかけて対話しながら修正を繰り返していく等。
）発表においては、動画を何度か撮って練習し対面発表に備える。
（②③7 回）最後に発表して学習の総括をする。
（2 回）尚、毎授業後に学生は「振り返りシート」にコメントを書き溜めていき、教師は個々の学習の進捗を見守っている。アンケート項目である生成ＡＩの使用頻度、使い方の多様性、自身の英語表現力
伸長の実感の強さにおいて、いずれも大きな効果が見られた。加えて学生による振り返りコメント 14 回分の分析も合わせて行った。その詳細は発表時に示す。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 09:30-09:55, Room 504 (Research Paper)

An Alternative Possibility of Visual Aids in Extensive Reading Texts:
The Attempt of Using Image Generative AI for Learning English
多読学習教材 Visual Aids の可能性：画像生成 AI を用いた英語学習の試み
Kikuchi, Akio (National Institute of Technology, Hachinohe College)
近年における生成 AI の発達は目覚ましい。英語教育においても、Google 翻訳の可能性を検討した研究 (竹野・大橋・松浦 2020)、スピーキング評価への応用を目指した試み(仁科・東・山下 2022)、またパラグラフライティングの面からの研究 (三田・霜田 2023)など、多角的な面からアプローチされている。しかしながら、画像生成 AI アプリを用いた英語学習に関しては、ほとんど試みの機会がなかったと言っても過言ではない。本研究では、八戸高専 2 年生を対象とした画像生成 AI を用いた英語学習の試みを紹介する。2023 年度八戸高専 2 年生対象英語科目において、多読学習書を材料として、画像生成 AI を用いた Description Writing の授業を行った。多読学習の大きな特徴といえる美麗なイラストや写真といった Visual Aids はこれまでとしてそれ自体は活用されてこなかったが、本研究においては、
この Visual Aids を題材として、以下のようなプロセスを実施した。①本のイラストを英文で説明②その英文を画像生成 AI でプロンプ
トとして入力、生成③元のイラストと生成画像を比較 このプロセスを実施する前に、イラストの中で、登場人物、事物、自然などに関して各授業でどのように描写するかトレーニングを行った。それらをもとに、イラストに関する自らの描写が再現されるか試みた。
そのプロセスを生成 AI で代用した。画像生成 AI は Stable Diffusion を用いた。画像生成 AI を用いた場合、生成に時間が掛かったり、ア
クセスがうまくいかなかったりするデメリットがあった。作成によって、表現の適切さなどでよりオリジナルのイラストを再現できる場合があった。そのことにより、学習者がどのような表現だと適切か、よりふさわしい表現は何か、という点を認知する機会も提供できた面もあると思われる。これらの点を検証していきたい。

Day 3

３つが柱である。①名作映画で英語の 4 技能を鍛える。
（5 回）②その学習を通して興味を持ったテーマについて英語でリサーチする。

一
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表

Regular Presentation

が自分が求めていたものかどうかの判断も必要でありそこに学習が成立する。そこで発表者は、この機能に着目し、従来行ってきた研Day 3, 09:30-09:55, Room 505 (Research Paper)

What is Deep Leaning in Liberal-Arts English Classes?
大学の英語授業における深い学びとは
Miyasako, Nobuyoshi (University of Teacher Education Fukuoka)
主体的・対話的で深い学びは，小・中・高等学校だけでなく，大学の英語授業においても重要です。このうち，深い学びについては，
英語授業においては，容易ではないと言われることが少なくないようです。深い学びは，生成的学習（generative learning, Mayer, 1996,
Wittrock, 1989 等）であると考えられますが，主体的・対話的な学習において起こり易く，英語以外の内容学習でも英語授業における内容学習でも生じるものです。しかし，英語自体に関する深い学びとはどういうものでしょうか。また，英語自体に関する深い学びと内容学習における深い学びには違いはないのでしょうか。本発表では，深い学びを生成的学習と捉え，（a）一般学習における深い学びと比較しながら，英語自体に関する深い学びとは何か明らかにし，（b）大学の英語授業における深い学びの在り方を提案します。英語自体に関する深い学びを考察するにあたっては，第二言語習得（SLA）に関する代表的な Gass（1988）のモデルを一般的な深い学習に関Day 3Regular Presentation

一
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する元祖的な生成学習モデル（Osborne and Wittrock, 1983）と比較・検討しました。その結果，両者の示す学びのメカニズムは大筋においては違わないことが分かり，英語自体の深い学びは Gass の SLA モデルが示す学びであることが示されました。従って，大学の英語授業における深い学びを進めるのは，この SLA モデルに基づき，学習者の英語能力・ニーズ等に対応した指導が有効であると考えられます。尤も，大学における英語授業では，内容学習としての深い学びも大切ですので，内容重視型指導や内容言語統合型学習等は有効な選択肢であると考えられます。発表時には，一般的学習及び英語自体に関する生成的学習を詳細に比較し，提案する指導例を紹介します。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 09:30-09:55, Room 506 (Research Paper)

The Process of Coherence and Cohesion Judgement Task of Japanese University EFL Learners: Evidence
From Eye-Tracking
日本人大学生における一貫性・結束性判断のプロセス ―視線計測からのエビデンス―
Fujita, Ken (Aichi Gakuin University)
Ishida, Mitsuo (Aichi Gakuin University)
英文読解では、読み手は、言語的な結束的要素を的確に把握し、内容の一貫性を構築する能力が求められる。これまでの研究では、一貫性・結束性判断力は、反応時間と正確さによって、判断の結果から把握されてきた(藤田, 2022 など)。本研究では、日本人大学生における一貫性・結束性判断の過程を視線計測によって調査した。大学生英語学習者 30 名 (N = 28) が一貫性・結束性判断、つまり、スク
リーン上に表示された 2 文での一貫性の有無を判断することが求められた。刺激項目は、一貫性の有無、結束性の有無の組合せによる4 条件、各条件 6 項目ずつの合計 30 項目が提示された。参加者は、第 1 文 (FS) 、結束語句 (R0)、その後の S+V (R1)、文末の語句 (R2)の各測定領域における総注視時間、および課題遂行時の視線の逆行回数が測定された。その結果、提示された 2 文に一貫性がある場合には、結束的語句の有無にかかわらず、各領域の総注視時間も、逆行回数も条件間の差は見られなかった。これらの結果は、先行研究の多くが報告している一貫性が結束性によって強化されるという指摘を支持するものではなかった。また、2 文に一貫性がない場合にも、結束的語句の有無にかかわらず各領域の総注視時間の差は見られなかった。しかし、一貫性はないが結束的語句がある条件では、一貫性がなく結束的語句もない場合より、逆行回数が有意に増えた。この結果は、一貫性がないにもかかわらず結束性でつながれていることにより、読み手の推論生成が促進され、一貫性の再確認が頻繁に行われたことを示唆するものであり、先行研究の結果を支持した(Ferstl & von Cramon, 2001 など)。条件間で総注視時間に差が見られなかった点については、参加者数、刺激項目、測定機器の精度を見直すことによって、より精緻な検証が必要であることが明らかになった。

Day 3, 09:30-09:55, Room 511 (Research Paper)

A Qualitative Analysis for Collaborative Discussion to Solve EFL Reading Difficulty
EFL リーディングにおける問題解決の話し合いに対する質的データ分析
Mori, Akitomo (Aichi University of Technology)
リーディングにおける困難さ(未知の単語、未知の構文、背景知識の不足など)を解決するためにリーディングストラテジーが必要とされることは既に知られており、優れた読み手は自分がリーディング中に直面する困難さに対して多様なリーディングストラテジーを適切に使用できる事が指摘されている。そのため、未熟な読み手に対してリーディングストラテジーの習得を促す実践と分析結果がこれまで多く発表されているが、読み手が直面する困難さには個人差があるため、教員による一斉指導形式による実践では効果が出ない可能性がある、よって、本発表は学習者間における話しあいにより、個々人の困難さを解決する指導デザインに着目し、日本人大学生による説明的文章を対象とした EFL リーディング授業内にて、3~4 名のグループを作り、各人が自分の直面している困難さを発話し、グループ内で解決する指導を行い、さらに、実際の話し合いを録音し、質的データとして分析し、困難さの発話と解決の発話に対してコからない」という表現のみが発話される)の 2 種がある事が明らかとなった。(1)については先行研究でも扱われてきた内容である一方、(2)については、過去の研究では見られない内容である。本発表では(2)のような困難さが提示されたとしても、他のメンバーからの発話スが見られる事を示す。理論的には、困難さ(分からない内容)自体が、他者からの発話を手がかりとして明らかになり、解決に至る発話のやりとりに対して、学習科学における建設的相互作用の概念から説明を行い、その可能性を示す。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:00-10:25, Room 408 (Case Study/ Action Research)

Japanese ESL for Daily Use “Based on Students’ Needs Analysis”
日常生活の為の日本人向けＥＳＬ －学習者のニーズ分析に基づいた教室活動
Omi, Jun (Tokyo Keizai University)
国際語としての英語教育（EIL）とＴＯＥＩＣ至上主義の下、国内で模範とされるべきは幼少期から英語環境にいた特定の学生層や帰国子女向けの高尚なディベートやプレゼンに注力する授業や、ＴＯＥＩＣで高得点を目指す内容だけなのだろうか。翻ってテスト至上主
義の中、意思疎通という語学本来の目的や面白さを見失い、学習意欲を低下させ英語嫌いになった学生層は単に見捨てられる存在なのだろうか。元来英語教育の目的とは国際社会に於ける人材育成や国際舞台でのコミュニケーション力であったはずである。高校までなら平準化した試験偏重教育にその道を譲るにしても、大学における高等教育においてはその本来の姿に立ち戻って良いはずである。だがコロナ禍明けのインバウンドやインターネット上で外国人との接触が増えている学生に対し、学校教育は現状寄り添えているとは言えない。ＥＳＬであれ EFL であれ英語は言語であり、文化規範がそこに存在するが故、言語同様その使い方を習得する必然があるが、テスト至上主義でその必要性は等閑である。EIL で異文化適応力は身に付かず、ＴＯＥＩＣでコミュニケーション力そのものは身に付かない。事実国内の学習者は日本語の文化文法を英会話に応用し、不必要な異文化摩擦を引き起こしているだけでなく、英語コミュニ
ケーションそのものを更に難しくしている。発表者はその必修授業において、学習目標を日常の意志疎通目的の第２言語教育と定め、そこにアメリカ西海岸英語の文化規範を加え、さらに受講生のニーズに合わせ教室活動を提供した結果、それまで入試やプレースメン
ト等で平均以下とされた学生が、短期間にコミュニケーション力、異文化適応力、英語への需要態度も大きく向上させている。発表では２０２３年度の受講生３１名の質量双方のデータを使い、その教室活動と学生の意識変遷を紹介して、高等教育における日本人向けの英語教育のあり方を提案したい。

Day 3(そのメンバーが考える解釈や意見)が提示されることによって、分からなさの理由そのものが明らかになり、解決に至っていくプロセ

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Regular Presentationーディングを行った。その結果、(1)明確に言語化される困難さ (2)明確に言語化されない困難さ(説明の途中で沈黙する、あるいは、「分

Day 3, 10:00-10:25, Room 409 (Research Paper)

Research on Creation of University Student's Collective Synaesthesia in Business Communication Class
大学生がビジネスコミュニケーションクラスで創出する統合的共感覚の研究
Ida, Hiroyuki (Josai University)
本研究では大学におけるビジネスコミュニケーションクラスで得られる「統合的共感覚」を理論化することに目的がある。統合的共感
覚とは「知識―スキル―言語使用場面へのモチベーションが一体化した感覚」と定義する。ビジネスコミュニケーションは、領域固有性を有しているが実社会との円滑な言語使用の接続方法は見出されていない。まず、到達地点の設定についてである。閾値の設定はカ
リキュラムの拡大・汎化を可能にしてきた。しかし隣接分野の知見を踏まえる困難が残る。認知科学の状況論、リテラシー研究の社会的・学問分野に依拠した領域固有の言語使用から、学習を要素分解的にスキル化する方向性には課題が残る。そして、学習者の自己決定方法である。学習者の授業中の言語使用がメタ学習となり、転移先（キャリア観・自身の英語使用像）が明確であるほど「納得感」につながる。このような多層性性が統合的共感覚を形成している。授業を通して学習者が創出する統合的共感覚はどういうものだろう

Day 3

Regular Presentation

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か。2022 年 7 月と 2024 年１月の 2 回(N=35)、半期開講の授業最後に、どのような学びが得られたかを LMS から自由記述させた。その言語データを解釈学的に分析した。データ量が少ないためコーディングなどは行わず精読によりパターンを発見した。主要な結果として(1)「コツが掴めた」「型があることに気づいた」、(2)「これまで学んだことが活かせるとわかった」の２点が得られた。先行研究の通り、領域固有性の高い状況で、それが学びを促進した可能性がある。しかし、転移先を見出すタイミングを特定するには方法論の課題が残る。また単なる英語学習ではなく学習経験として多層性を捉えていく視点が必要である。統合的共感覚の仮説はデータにいくつかのパターンが示された。今後も経年的調査を実施し、理論化を継続する。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:00-10:25, Room 410 (Case Study/ Action Research)

English Education Practices to Enhance International Orientation at a Music College
音楽大学における国際性志向を育む英語授業
Nakanishi, Chiharu, (Kunitachi College of Music)
Kawai, Kazue (Seitoku University)
本研究の目的は，音楽大学における「国際性向上ワークショップ」の実施を事例として，大学英語教育における英語以外のアプローチの必要性を検討することである。グローバル化が進む現代社会において、専門教育を受ける学生たちには国際的な視野を拡大するとともに，他者と自己を理解することが不可欠である。この背景から，音楽大学において英語教育の枠組み内で異文化間コミュニケーショ
ン能力を高めるためのワークショップを企画した。本発表では，2022 年と 2023 年の 4 月～12 月（各年）に実施した授業とワークショ
ップの内容を報告する。選択必修の英語授業（全 28 回）において国際性向上を目指したワークショップを 10 回実施し，前後の変化を検証した。分析対象者は必修英語を履修する音楽大学の２年生で 2022 年，2023 年ともに 42 名であった。前期・後期とも，２～３回の通常授業の後に１回のワークショップという流れで行った。授業は，通常の英語テキストを使用しながら，各回のワークショップ内容
に対する感想や疑問を共有する，講師への質問を考える等，主にグループで英語を話す活動に焦点をあてた。調査は，Yashima（2009）が開発した国際的志向性に関する質問紙を主に活用した。結果は，2022 年では前期と後期に変化が見られなかったが，2023 年度ではいくつかの項目を除いて後期では平均点が上昇していた。どちらの年も，初回授業では，国際的視点を持てなかった学生が，ワークショ
ップを体験し外国人とコミュニケーションする場面を想定した練習を繰り返すことによって，態度が柔軟になり行動にも変容が観察された。コミュニケーション能力の向上と共に異文化理解を深めることができ，彼らの英語学習動機も高まった。本実践を経て，英語教
育における異文化間コミュニケーション能力ならびに国際性志向を養成するアプローチの重要性を再認識できた。

Day 3, 10:00-10:25, Room 411 (Case Study/ Action Research)

Development of the Advanced LTM-CALL System and Place of CALL in the Chiba University English
Curriculum
三ラウンド・システム教材を搭載した CALL システムの開発と千葉大学の英語カリキュラムの中での CALL の位置づけ
Takefuta, Junko (Chiba University)
Yonaha, Nobue (Chiba University)
千葉大学では 1994 年に「CALL 英語」という科目が英語教育の柱として新設されて以来、三ラウンド・システムの指導理論（竹蓋, 1997）に基づいた英語聴解力養成用コースウェアを用いた授業が継続的に実施され、その教育効果が検証されてきた。それから四半世紀経った 2020 年、本学の英語カリキュラムは改変され、学部 1 年次生対象の必修科目として、「Interaction」「Presentation」「Discussion」「Writing」
ィブな授業を通して発信力の強化に主眼を置いた授業が展開されている。その一方、唯一、英語の受信力の養成に力点を置かれているのが CALL である。CALL の授業では、各学習者の英語習熟レベルに合わせた教材を使用してリスニング力と音声語彙力を養成し、他語運用力の養成を目指している。CALL で使用されている三ラウンド・システム教材は、高橋他（2009）が開発した「統合型 Online CALL
システム」により運用されてきたが、このシステムのプログラムで使用されている OS のバージョンのサポートが終了することから、2023 年、新たに LTM-CALL システムが開発された。このシステムには、様々なレベルとトピックの三ラウンド・システム教材（25 種）が搭載されているため、選択必修科目である CALL に加え、選択科目、学部専門科目、大学院共通教育科目でも、各科目の履修生にふ
さわしいものを教材として選定し、CALL 関連科目を開講している。なお、開発した LTM-CALL システムは 2023 年度前期の授業にて試験運用した後、後期から本稼働を開始している。発表では、LTM-CALL システムの特徴（オンラインテスト機能の強化、強固なセキ
ュリティの担保、学習者及びシステム管理者の利便性向上）についても報告する。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:00-10:25, Room 503 (Research Paper)

Analysis of University Students’ Machine Translation Strategies
大学生の機械翻訳のストラテジーの分析
Inaba, Midori (Aichi University of Education)
外国語学習において機械翻訳（以下、MT: Machine Translation）は身近な存在となっている。上手に活用すれは、学習ツールとして英語学習を支援できると考えられる。そこで、本研究では、大学生を対象として MT 使用に関する実態調査を行い、1）MT の使用方法、2）
翻訳されたもの（訳出）が適切かどうかの確認方法、3）翻訳（英訳・和訳）がうまくいかないときの対処方法等を明らかにし、4）MTの学習ツール、学習リソースとしての可能性、5）「訳す」という行為の英語学習における有用性について考察した。データは、MT 使用に関する 5 件法、選択式の設問、及び、自由記述で収集した。自由記述の分析には KH Coder 3 によるテキストマイニングを援用した。分析の結果から、以下の点が明らかになった。1）学生は MT を主に辞書的に用い、他のリソースと併用して学習ツールとして使用している。2）訳出が意図を正しく表現しているか、文法的に正しいか等を確認している。3）翻訳がうまくいかないときには、入力語句を変更する等、一種の「翻訳ストラテジー」を見出して対処している。4）意図した英文ができるまでの過程では、MT 以外のリソースも援用し、調べたり修正したりする様々な活動を行い、学習を主体的・積極的・自律的に進めている。5）訳出を得る過程では、メタ言語の認知を伴う思考が行われており、訳すという行為が一定の言語知識、メタ言語知識の構築に寄与することが示唆される。以上は、本調査から言えることであり、英語習熟度等によって異なる可能性もある。また、本調査は学生が MT を使用して適切な訳出を得るための過程に焦点を置いたものである。よって、MT 使用のデメリット、危険性、英語学習への悪影響等については明らかになっていな
いが、MT 使用については、これらと併せて考察することが重要であり、この点は課題となった。

Day 3の英語科目や本学の Self-Access Learning Center を活用した英語で発信する学修活動と有機的な連関を持たせることにより、総合的な英

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Regular Presentation「CALL」の 5 科目が開講された。これらのうち CALL 以外の４科目では、原則として目標言語である英語のみを用いたコミュニカテ

Day 3, 10:00-10:25, Room 504 (Case Study/ Action Research)

Unraveling the Complexity of Integrating SDGs into Tertiary Language Education:
From Vocabulary Acquisition to Integrated Skills
SDGs をいかに大学英語教育に統合するか：語彙力から技能統合力へ
Tsutsui, Eiichiro, (The University of Kitakyushu)
Kiyama, Naoki (The University of Kitakyushu)
Ueda, Masanobu (The University of Kitakyushu)
持続可能な開発目標（SDGs）は、国際協力の象徴であり、貧困削減、教育の普及、ジェンダー平等など、持続可能な未来の構築を目指
すための基盤となっており、国際社会に人材を送り出す上で大学英語教育における重要なテーマである。しかし、この目標は、17 のゴールと 169 のターゲットと多岐に渡る分類がなされており（United Nations, 2015）、極めて複雑である。そのため、筒井・木山・植田・柏木(2023)による先行研究では、2,000 万語の SDGs に関連する文献を機械学習(LDA: Blei et al., 2003)で解析し、SDGs に焦点を当てたトDay 3Regular Presentation

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ピックモデルを構築し、SDGs の複雑な構造を 12 の観点と 40 のトピックに整理し、トピック毎の優先順位に基づく語彙リストを作成した。これにより、コアで重要な語彙表現をリスト化し、異なる英語科目間でリストを共有・連携することが可能となった。語彙リス
トは、単語数を効率的に増やす上で有益なアプローチではあるが、より文脈に根差した、表現の幅を広げる学習活動を取り入れる必要がある。そこで、本研究では n-gram を用いて、単語間の依存関係やコロケーション表現を抽出し、フレーズレベルでの理解や文法構造の把握を促進する教材を開発した。また、表現の多様性を理解し、その語彙表現を積極的に練習させる環境を提供するため、サマリー
ライティング活動、リテリング活動を査定するシステムを理工系学生たちと共同開発した。その結果、ライティングにおいては、オリジナル文に対する言い換えや模倣の度合いを示す指標（Keck, 2014）を、オーラル活動においてはポーズや流暢さの指標を即時フィードバックすることが可能となった。これらの教育的アプローチを取り入れた２年間の経過報告を本研究では行い、今後の英語教育の展望に関する議論を深めていく。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:00-10:25, Room 505 (Research Paper)

Reflections on the Introduction of a Textbook List in General Education English Reading Classes:
Based on a Student Survey
一般教養英語リーディングクラスへの教科書リスト導入後の考察―学生へのアンケート調査を基にShimura, Mika (Gakushuin University)
Nagata, Shoko (Gakushuin University)

Nakatake, Maiko (Gakushuin University)
Meguro, Sayaka (Gakushuin University)

本学の外国語教育研究センターでは、コロナ禍にあった 2021 年度から段階的に一般教養科目の英語カリキュラムの改編を進めている。
2021 年度には少人数・習熟度別クラス編成の導入を開始し、2023 年度には教科書リストを導入した。本研究では、2023 年度に実施した学生へのアンケート結果をもとに、教科書リストから選択された教科書の使用が学生にどう受け止められているのかを明らかにし、どのような教科書リストがより適切な英語カリキュラムの運営に繋がるのかを検討する。本研究の対象者は、一般教養英語クラスを履修する法学部、文学部、理学部の 1・2 年生約 2000 名である。本研究では、アンケート項目のうち、教科書に関する項目に焦点を絞る。
分析の結果、教科書のレベルが適切、あるいは、レベルは高いがやりがいがあったと回答した学生は約 90％だった。また、教科書の内
容や練習問題、アクティビティに興味が持てたと回答した学生は約 80％だった。統一教科書ではなく、教科書リストから担当教員が教科書を選択する形にしたことで、教員が自分の授業スタイルにあった教科書を選ぶことが可能となり、学生のレベルに応じた練習問題
やアクティビティを導入できたことが、学生の教科書に対する満足度を高くしていると考えられる。一方で、教科書のレベルが適切であると回答した学生のなかには、辞書を参照しながら内容を理解していく必要がなかったことを理由としてあげているものもいることから、英文の難易度が十分なものになるよう、教科書の英文レベルの検討が今後も必要である。また、パラグラフやエッセイの構成、
英文の要約、語彙、日本語訳に関するアクティビティに取り組んだことで英語力が伸びた思う学生が多かったことから、英文の構成や要約、語彙力増強を中心とした学年に共通となる学習項目別のアクティビティを教科書リストに加えて導入していくことが重要であると考えられる。

Day 3, 10:00-10:25, Room 506 (Research Paper)

The Effect of Text Presentation in Shadowing as a Means of Multiword Expression Learning
連語表現学習法としてのシャドーイングにおける文字提示の効果
Hashizaki, Ryotaro (Osaka University of Economics and Law)
Sugiura, Masatoshi (Nagoya University)
複数の単語から構成される連語表現は、流暢な言語処理を促進するため、第二言語 (L2) 習得において重要な役割を担う。この連語表
現の学習に、聞いた音声を即座に繰り返す、シャドーイングが効果的であると言われている。この理由として、音声提示が連語表現の学習を促進すること、また、連語表現を声に出すと記憶が促進されるという、産出効果 (Production effect) がある。しかし、連語表現学
習におけるシャドーイングの効果は、学習者が既に知っている連語表現の記憶でしか検証されておらず、未習の連語表現の意味や形式の学習に効果があるかは検証されていない。また、文字提示の有無によって連語表現学習におけるシャドーイングの効果が異なるか、明らかになっていない。さらに、シャドーイングは連語表現学習を促進する可能性がある一方、認知負荷を高めて学習を阻害する可能
イングの効果に影響を与えるかを検証した。71 名の日本人英語学習者が、発声および文字提示を伴う学習方法と伴わない方法を用い、イディオムを学習なしでテストのみ実施した。一般化線形混合効果モデルを用いた分析の結果、文字提示は連語表現の学習を促進すること、また、文字提示の有無に関わらず発声を伴う場合より、発声を伴わない場合の方が学習効果が大きいことが明らかになった。これは、発声をすることにより認知負荷が増加することが原因であると考えられる。以上の結果に基づき、L2 学習におけるシャドーイン
グを使った連語表現学習法における適切な条件に関し、教育的示唆を論じる。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:00-10:25, Room 511 (Research Paper)

Exploring STEM-students’ Goal Clarity and Emotional Polarity for English Language Learning ThroughOpen-ended Responses
自由記述回答から探る理系学生の英語学習における目標設定の明確度と感情極性
Shintani, Mayu (Shibaura Institute of Technology)
Fujita, Kunihiko (Bunkyo Gakuin University)
Agata, Yuiko (Keio University)
本研究は，理系学生の英語学習の志向性を明らかにすることで，教育実践的示唆を与えることを目指す．研究課題は２つある．RQ1：
明確な目標を持つことは動機づけを向上させるとする目標設定理論 (Locke et al., 1981) を英語学習に援用すると、英語習熟度の高い学生の方がより動機づけが高いため (新谷他，2024)，英語習熟度の高い学生は低い学生よりも明確な目標を持つという仮説が立てられる．
RQ2：ポジティブな感情には内発的動機づけを高める機能があることから (Isen & Reeve, 2005)，英語習熟度の高い学生ほど英語学習にポジティブな感情を持つと考えられる．これらを検証するために，2023 年 4 月に関東の私大の理系学部に属する 1 年生～4 年生の 211
人に調査を実施した．分析には抽象度辞典や Google Cloud API を使ってテキストを計量化した上で，t 検定による比較，回帰分析による変数間の関連性の算出，特徴語分析と共起ネットワークでコンセプトの抽出を行った．この結果，RQ１では①高習熟度の学生はより明確な目標を持つ傾向があり，②英語でコンテンツにアプローチすることに重点が置かれているが，低習熟度の学生は英語を使う行為自体が目的化していることが分かった．RQ2 では③英語習熟度と感情極性に相関性が見られず仮説は支持されなかったが，④高習熟度の学生の語句の共起ネットワーク図上では，内発的動機づけより実利的な側面の強い外発的動機に関するコンセプトのほうが多いことが分かった．上記により，理系学生には英語に対して「楽しい」「好き」などのポジティブ感情を抱かせるよりも，実利的側面を訴えかけ
るほうがより効果的な教育介入となりえるといえる．特に，低習熟度の理系学生には，英語の習得自体を目的化せず，選択肢を広げる
ツールとして捉える発想を持たせるのが重要ではないだろうか．

Day 3

イディオム 80 個（文中で提示）を参加者内計画で学習し、テスト（項目記憶・形式選択・意味選択の三種）を受けた。最後に、20 個の

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Regular Presentation性がある。したがって本研究では、連語表現の学習において、シャドーイングが学習を促進するか、また、文字提示の有無がシャドーDay 3, 10:30-10:55, Room 408 (Research Paper)

Self-Determination in English Language Learning: A Factor and Network Model
英語学習における自己決定性ー因子モデル及びネットワークモデルの観点からー
Kashimura, Yushi (Graduate School, Meiji University)
本研究は、英語学習における心理的欲求と動機づけの関連性について、因子モデルとネットワークモデルの比較を行なった量的研究である。日本の高校生 332 名を対象に、Leeming and Harris（2022）の自己決定理論に基づく基本的心理欲求尺度（BPNSFS）と動機づけ尺度（LLOS）を用いて、2023 年 12 月にデータ収集を行なった。データ分析は、検証的因子分析を用いて因子構造の確認後、相関分析、共分散構造分析、心理ネットワーク分析を行なった。はじめに、検証的因子分析の結果、BPNSFS は Leeming and Harris（2022）と同様に、3 因子 18 項目で十分な適合度が得られた。LLOS は因子負荷量が低い 3 項目を除く 6 因子 29 項目で十分な適合度が得られた。次に、相関分析の結果、自律性−有能性間で強い相関が見られ、動機づけはシンプレックス構造が見られた。さらに、共分散構造分析の結果、特に自律性と有能性は各動機づけを有意に予測し、特に同一視的調整は 3 つの心理的欲求に予測されていた。最後に、心理ネット

Day 3

Regular Presentation

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ワーク分析の結果、3 つの心理的欲求と 6 つの動機づけを含むネットワークでは、中心性指標として用いた強度（strength）、近接性（closeness）、媒介性（betweenness）全てにおいて、同一視的調整で最も大きい値を示した。以上の結果より、因子モデルとネットワー
クモデルに基づく心理的欲求及び動機づけの関連性について、類似点・相違点を考察する。最後に、本研究から得られる教育的示唆について述べる。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:30-10:55, Room 409 (Case Study/ Action Research)

Project-based EGAP Course Development for Third-year Economics Students: A Report of the Pilot
経済学専攻 3 年生のためのプロジェクト型 EGAP 科目開発：試験的授業の実践報告
Mitani, Hiromi (Dokkyo University)
Iijima, Yuka (Dokkyo University)
Kimura, Yukino (Dokkyo University)
Terakawa, Kaori (Dokkyo University)
Watanabe, Kazuhiro (Kyoto University)
報告者らは現在、学士課程共通科目で身につける一般学術目的の英語（EGAP）と専門分野英語の乖離の解消を目指し、経済学科と経営
学科 3 年生約 700 名を対象とした新しい必修英語科目の設計に取り組んでいる。このプロジェクト型英語科目では、1-2 年次に習得した EGAP4 技能を活用し、学習者自身が専門分野に関連するテーマについて英語で調査し発信する能力を発展させることを目指す。科
目設計は、プロジェクト型英語学習の理論的枠組み（e.g., Stoller, 2002; 山中他, 2021)や、すでに導入済みのプロジェクト型英語科目の設計原則（Iijima, et al., 2016）を参考にした。本発表では、2023 年度秋学期に、3 年間の科目開発期間の初期段階における試行として、経済学部 3 年生 2 クラス（56 名）で先行して実施した、2 つのプロジェクト課題の内容と指導の手順を報告する。学習者が取り組んだプ
ロジェクト課題は、大学での学習・研究活動を説明する自己紹介ビデオ作成（個人）と、学習者自身が選んだテーマの現状や課題について、データや図表を描写して説明する口頭発表（グループ）である。各課題完成までの学習活動と指導手順はほぼ共通している。まず各課題のジャンルに適切な内容とテキスト構成を学ぶための完成モデル課題の分析、学術的言語表現の学習、個人またはグループでの課題作成と修正（教員・ピアフィードバック含む）、オンラインツールを活用した発音練習、完成課題の発表である。本報告では、学習効果測定を目的としたアカデミックライティングの事前及び事後テストと、学期末の学生授業アンケート調査の分析結果が示す授業
改善点も提示する。さらに、2024 年度から統一シラバス、統一教材で学年全 26 クラスに拡大し複数教員が授業を開始するにあたっての準備、科目コーディネート上の課題と工夫についても紹介する。

Day 3, 10:30-10:55, Room 411 (Research Paper)

English Writing Classes Using AI Tool Transable:
Possibilities and Challenges in a High School and a University
AI ツール Transable を使った英語ライティング授業―高校・大学それぞれでの挑戦と課題―
Yamashita,Miho (Ritsumeikan University)
Yamamoto, Koji (Kariya High School)
Sugiyama, Kohei (Ritsumeikan University)
近年、AI 技術の発展により人工知能を搭載したツールが開発され、それらの教育的利用も進んでいる。本発表では、生成系 AI を利用した英語ライティング指導について高校と大学それぞれの取り組みを報告する。現在、教育現場では、新しい AI 技術を生徒や学生にとって新しい学びとなるよう有効活用する方向性が提示されているが、まだ指導に導入した具体例は少なく報告が待たれてきた。本来、ている。教員のフィードバックの負担を軽減するとともに、指導をより高度な論理性などに焦点化できる可能性も大きい。そこで、本
発表者らは、その実現のために ChatGPT を含む様々な AI ツールを搭載した英文支援ツール Transable を開発し、授業での有用性を検証た。結果は、修正は語彙や表現を中心としながらも ChatGPT で大幅な修正を試み、英文の質の向上に繋げた学生がいたことが分かった。
また、改良の余地があるが、学生は総じて Transable の自動添削、自動評価機能に満足しており Transable の英文作成支援ツールとしての有用性が確認された。次に、高校では、教科書で各単元の終わりに 100 語程度の自由英作文を書く際に Transable を利用させた。生徒の提出した課題から、自ら英文を修正する過程での気づきと学びが見られた。以上、Transable の高等学校・大学での活用により、今後のライティング活動における AI による自動添削や自動評価の可能性が示唆された。しかし、AI ツールを使い生徒や学生のライティン
グ力そのものが向上するかは不明であり、双方の現場における継続的使用の効果検証が必要である。本発表を機に、高校・大学において教員同士で使い方や実践を共有するなど活発な議論が行われることを期待する。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:30-10:55, Room 503 (Case Study/ Action Research)

English Class Using ICT
ICT を用いた英語教育
Tsuichibaru, Hisami (University of Shiga Prefecture)
ICT を最大限活用しながら個別最適化された学習と協働的な学びを充実させ、主体的・対話的で深い学びの実現に向けた授業改善が現在内外で注目されている。本授業では Google フォームや manaba を活用し、質問紙アンケートを取り入れながら学生のニーズに対応す
べく、英語学習に対するモチベーションを向上させながら ICT を用いた英語教育を行なっている。映画・洋楽などを用いたアイスブレーキングによる学習モチベーションの向上、グループ活動を併用させたオンライン自律支援学習とスピーチ活動、オンラインライティ
ング支援ツールを用いたライティング活動、学習アプリを用いた自律支援学習である。授業では学生のほぼ全員が所有しているスマー
トフォンも最大限に活用しながら、音声ファイル等を manaba に提出させ、学習モニタリングを行なっている。対面授業ならではでの教室での学び、仲間との協同作業の良さを生かしつつ、同時に個別最適化教育を実現する新たな教育手法・学習スタイルを確立する。随時グーグルフォームによる質問アンケートを行いながら、学生のニーズを吸い上げ、モチベーションを刺激するような授業の展開を心がける。ICT を生かし、四技能、特にニーズのあるスピーキングに対応した授業を行う。具体的には、学生のほぼ全員が所有をしているスマートフォンの授業中使用を禁止せず、その録音機能、録画機能、送信機能などを最大限に生かした授業を行う。また A V 設備を最大限に生かし、
授業の最初に映画やミュージックビデオを視聴させることにより学習方略における学習モチベーションを向上させる。
質問紙アンケートによると、８割以上の学生が洋画や洋楽によるアイスブレーキングによって英語学習へのモチベーションが高まったと答えている。また学生が所有しているスマートフォンを活用しながら、効率的、効果的に学生の四技能の中のスピーチの能力を高めることができた。
グループによる協同学習とオンラインによる個別最適化学習を併用したことにより、教室における学びを生かしつつ、
各個人にあった学習をかなえることができた。

Day 3

してきた。まず大学では、本ツールを利用して学生が教員の介入なしに自律的に英文を書いて修正し、英文の質が向上するかを調査し

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Regular Presentation

ライティング指導では「自律的な書き手を育てる」必要があり、自動添削や自動評価機能を搭載した AI ツールとの親和性は高いとされDay 3, 10:30-10:55, Room 505 (Case Study/ Action Research)

A Comparative Study of Growth Perception between Conventional Study Abroad and Online Study Abroad:
Emphasizing English Language Proficiency, Personal Development, and Career Formation Awareness
渡航による留学とオンライン留学で得られる成長実感の比較―英語運用能力・人間的成長・キャリア形成意識に着目して―
Sakurai, Chikako (Musashino University)
近年の大学教育では、外国語運用能力や異文化理解力の向上を目的として、海外留学を必修科目として設定する事例が増えている。留学先での経験を通して、グローバルな課題について他者と協力して解決する態度が育成されることが成果として報告されている。一方で、COVID-19 を契機とし新しい留学形態であるオンライン留学が注目されてきており、従来型の渡航による留学と双方向遠隔教育のオンライン留学を比較して、それぞれの意義を再検討することが不可欠である。本研究では、2022 年に A 大学で 2 年生を対象に必修科

Day 3

Regular Presentation

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目として実施された留学プログラムについて、参加者全員（渡航 105 名及びオンライン 41 名 計 146 名）を対象としたアンケート調査
を用いて行った量的分析をふまえ、追跡調査が必要であると判断された「成長実感」について質的分析を行ったものである。具体的には、渡航による留学を行った大学生 4 名とオンライン留学を行った大学生 5 名を対象としてインタビューを行い、①英語運用能力の伸長の実感、②人間的成長の実感、③キャリア形成意識の生成の実感、の 3 点について比較した。結果として、両方の留学形態に共通して、(1)他者と出会い交流をすることで英語運用能力の実感が得られること、(2)困難に遭遇する経験により非認知能力が育まれること、(3)英語を活かししたキャリアプランを考えるようになったことが明らかになった。一方、相違点として、オンライン留学は、３点の成
長実感はどれもヴァーチャルに出会う教員との関係性を通じて得られたものであるのに対し、渡航による留学は、共に学ぶ他国からの留学生やホストファミリー、コミュニティのサークルの人々といった多様な他者との出会いがあり、その関係性から成長実感が得られていることがわかった。渡航による留学では＜タテ＞の関係のみならず＜ヨコ＞＜ナナメ＞の人間関係から成長実感が得られることを結論づけた。
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 3, 10:30-10:55, Room 506 (Research Paper)

Speaker-Oriented Adverbs in Japanese Elementary, Middle, and High School English Textbooks
小中高英語教科書における話者指向副詞の調査
Takahashi, Yuka (Kobe Shoin Women’s University)
本発表では、現行の小中高の英語教科書における評価副詞、法副詞の扱われ方を数量的に検討した結果を報告する。現行の小中高学習
指導要領では、英語によるコミュニケーション能力を高めることを目標としているが、接続副詞、法副詞、評価副詞などもコミュニケーション上重要な機能を持ち、英語発信能力を高める働きがあると考えられる。最新の中学校学習指導要領では副詞に関する言及は少なく、教科書中でのこれらの副詞の使用頻度は低いものと推測できる。こうした観点から、これらの副詞の小学校、中学校、および高校英語教科書での使用状況を調査した。調査対象とした副詞は、評価副詞，法副詞，領域副詞，接続副詞，語用論的副詞，および主語指向の副詞と頻度の副詞である。これらの副詞について、小学校（3 社 2 年分合計 6 冊）
、中学校（3 社 3 年分合計 9 冊）
、高校（1 社 3
年分合計 3 冊）の教科書について件数を算出した。使用件数が最も多かったのは接続副詞（669 件）、2 番目に多かったのが頻度副詞（567件）であった。それ以外の副詞の件数は少なかった。小学校では文字で記載されているのは頻度副詞のみであった。3 社合わせて評価
副詞は 1 件、法副詞は 6 件であった。中学校では接続副詞、頻度副詞、法副詞の順に数が多い点は全ての教科書に共通だが、接続副詞の導入時期にはばらつきがあり、法副詞や評価副詞は件数も少なかった。高校では法副詞や評価副詞が小中よりも多かった。以上から、副詞は概して頻度副詞から始まり、接続副詞、法副詞という順序で導入されていることがわかる。これは法副詞や接続副詞のような複雑な概念の導入が一部の例外を除いて小中学生には難しいことに由来すると思われる。一方、評価副詞については中学では導入は乏し
いが、中学生でも評価副詞を使って自分の気持ちを表現するために評価副詞を積極的に導入するような改善が望まれる。

Day 3, 10:30-10:55, Room 511 (Case Study/ Action Research)

What Happened to the Students Who Read one Million Words? - The Follow-up on Extensive Reading
Education at Bunkyo University
100 万語読んだ学生たちはどうなったか？－文教大学多読教育のその後
Chiba, Katsuhiro (Bunkyo University)
本発表では、文教大学国際学部で 2013 年から推進している多読教育の成果について報告する。2014 年第 53 回国際大会(広島)で「多読学習の成功者から考える多読指導のあり方」というテーマで発表した際には 2 名の 100 万語リーダーの例から報告し、多くのコメントを頂いた。本学ではその後の 10 年間の歩みの中で合計 15 人の 100 万語リーダーが生まれ、その中から 5 人のフルブライト奨学金の合格者を輩出した。彼らのは成長は目を見張るものがあり、その多くが TOEIC350 点程度からスタートし TOEIC800 点、英検準 1 級という英語力の向上だけでなく、人格的にも大きな成長を遂げている。本発表ではこれらの成功学習者のケーススタディと共に、客観テス
トのスコアにつながらない事例も含め、授業内多読との連携および授業外多読指導のあり方とその課題について検証する。

Day 3

Regular Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

一般発表