Learning Learning 『学習の学習』 28(2): Mini Profiles

Mini-profiles: Sharing Your Learner Development Interests |ミニプロフィール：学習者ディベロップメントについての関心の共有… in which SIG members introduce themselves
briefly (just 50 to 100 words or more), and write
about what interests, puzzles, intrigues them about
learner development, and/or about a particularapproach or project, or research that they are doingor plan to do, or simply share a short reflection, todo with learner development …
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lmn,78Fo,pq$rP9#-./012
345()6,:;<s9DaCtuBv$owx
w,yKFz{|}~PwK`ab

Learning Learning is your space for continuing to makethe connections that interest you. You are warmly
invited and encouraged to contribute to the next issueof Learning Learning in either English and/ orJapanese. In order to provide access and opportunities
for Learner Development SIG members to take part in
the SIG’s activities, we welcome writing in different
formats and lengths about issues connected withlearner and teacher development.

Kayoko Horai

け るスペースです。次号の『学習の学習』への日本語（もEmail: <khorai@m.sojo-u.ac.jp>

しくは英語、及びニ言語で）の投稿を募集していま す。メ

Hello everyone. My name is Kayoko Horai.
I decided to rejoin the LD SIG because I am interested in
the theme of Learner Development, even though I had
not been actively engaged in LD before. Also, I havebeen out of the LD SIG for a while because of the
Kumamoto earthquake in 2016. I had to rebuild myhouse and the SALC building where I work at myuniversity. After I finally felt like things settled down, thepandemic started with all of its unexpected challenges in2020.
Right now, I am a learning adviser/teacher in Sojo
University in Kumamoto. When I was a university
student, I couldn't imagine being an English educatorbecause I didn’t do well in English class in school. Then, I
finally realized that English is a great communication
tool when I met non-Japanese people. Now, I enjoy
supporting STEM students in my university and assisting
their development. I am interested in advising inlearning, Self-directed learning, learner development,
and the SALC. I look forward to joining more LD SIG
events to learn from the other members.

Call for Contributions
Deadline for the Spring 2022 issue:
February 28th, 2022

『学習の学習』は会員の皆様に興味ある繋がりを築きつづ

ンバーの皆様にSIGの活動にご参加いただきたく、形式や長さを問わず、学習者および教師の成長に関 する以下のような原稿をお待ちしております。 ターで、年に２回（春と秋）オンライン出版されています（ISSN 1882-1103）。学
習者の成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてくだ
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Learning Learning 『学習の学習』 28(2): Members’ Voices

Members’ Voices | メンバーの声
Towards the In-class Development of
Learner Autonomy and Self-regulated
Learning
Szabina Adamku
Meisei University, International Studies
CenterE-mail: <szabina.adamku@meiseiu.ac.jp>
My research interest in learner autonomy, moreparticularly in self-regulated and strategic foreign
language learning started in my home country, Hungary.
Located in the heart of Europe, Hungarians aim to gain
foreign language knowledge – mainly in English andGerman – for existential benefits such as better job
opportunities, broader learning possibilities, or evenprospects of settling in a foreign country. However, selfreported research statistics on foreign language skills
placed Hungary fifth from last among EU countries(Eurostat, 2019), and domestic large-scale research
results (Öveges & Csizér, 2018) revealed a yet widely
applied frontal teaching style in primary and secondary
school education, leaving little room for communicative
language practice. While self-reported data include theparticipants’ level of confidence beyond language
knowledge, and recent changes are emerging inapproaches to EFL instruction through more practicallanguage skills development, these results serve as awarning to the stakeholders of EFL education about theneed for improvement.
Granted with the opportunity to join the EFL
instructor’s team at a Japanese private university where,
besides general EFL classes across all departments, there
is an International Studies Program with several English
classes focusing on different aspects of EFL language
practice and widening learners’ global understanding, I
have gained a broader insight into the field of EFL
education. By taking part in both general English classes
and the focused international communications program,not only am I able to draw a parallel between Hungarian
EFL education and the still widely-applied grammartranslation methods in Japanese EFL instruction(Fujiwara, 2018), but through participating in a programthat aims to provide EFL learners with adequate

学習者ディベロプメント研究部会 <http://ld-sig.org>

language skills for their successful entry into global
platforms, I can gain insight into Japanese learners’ EFL
learning activities.
I firmly believe that EFL instruction goes beyond
providing material, knowledge, and practice that fulfil
the aims of a pre-set curriculum (may they be passing
high-stake language tests or meeting a certain
predetermined level of language knowledge). Building
learning strategies, especially in our time of rapidly
emerging digital opportunities in foreign language
practice, is just as vital for learners as receiving thenecessary knowledge and opportunities for practice(Oxford, 1997, 2017; Schmitt, 1998). As EFL practice has
been moving progressively outside the boundaries ofclassroom instruction, language instruction and training
needs to shift focus from mere in-class practices topromoting strategic outside-class EFL skills development(Benson, 2013; Zimmerman, 2008). The initiator of suchlearning processes can often be the teacher (Murray,2014), and while learners have their individual goals,
needs, learning styles and difficulties, the promotion of
successful autonomous and self-regulated learning
should be incorporated into the EFL teaching syllabus.
Although learning a foreign language spans acrossseveral skills and focuses, when determining myresearch focus, I narrowed my interest down to a crucial
aspect of language acquisition: that of vocabulary
learning (Folse, 2011; Ghazal, 2007). As Hungarian andJapanese EFL instruction both share the educational
goals of (1) preparing learners for high-stake tests
necessary for their life achievements and (2) providing
useful skills for the global demand of English language
application, sufficient knowledge of vocabulary isdesired both by learners, teachers and the outcomes
determined by the learning curricula. Therefore, one of
my missions in my ELT and research activities is to finduseful and applicable means of promoting anddeveloping learners’ strategies for their out-of-class, selfcontrolled EFL vocabulary expansion.
My PhD research activities in Hungary focus onsecondary-school EFL learners and teachers; however, I
believe that language learning spans across a longer –and often life-long – continuum, with each phasestrongly affecting the next. While conducting
quantitative studies about Hungarian secondary-school7

Learning Learning 『学習の学習』 28(2): Members’ Voices
EFL learners’ current self-regulated EFL vocabulary
learning practices and teachers’ views and activities
regarding the development of such learning processes, I
am currently making qualitative inquiries among
Japanese university students about their beliefs,
experiences, views, development and approaches
related to their self-regulated EFL learning, with certain
focus on vocabulary learning. I hope my results can shedlight on tangible problems and meaningful pedagogicalimplications that contribute to the field of EFL
instruction and, within that, teachers’ contribution to
the development of learner autonomy and selfregulated learning both in Japan and on a global scale.

Schmitt, N. (1997). Vocabulary learning strategies. In N.
Schmitt & M. McCarthy, (Eds.), Vocabulary:
Description, acquisition, and pedagogy. Cambridge
University Press.
Zimmerman, B. J. (2008). Investigating self-regulationand motivation: Historical background,methodological developments, and future prospects.
American Educational Research Journal, 45(1),References

Dominique Vola Ambinintsoa

Benson, P. (2013). Learner autonomy. TESOL Quarterly,
47(4), 839-843.
Eurostat. (2019, April). Foreign language skills statistics[Data set]. Eurostat Statistics Explained. <https://
ec.europa.eu/eurostat/statistics-explained/
index.php?title=Foreign_language_skills_statistics>
Folse, K. (2011). Applying L2 lexical research findings in
ESL teaching. TESOL Quarterly 45(2), 362-369.
Fujiwara, Y. (2018). The role of grammar instruction in
Japanese EFL context: Towards communicative
language teaching. JAS4QOL, 4(4), 1:1-11.
Ghazal, L. (2007). Learning vocabulary in EFL contexts
through vocabulary learning strategies. NovitalROYAL, 1(2), 84-91.
Murray, G. (2014). The social dimensions of learnerautonomy and self-regulated learning. Studies in SelfAccess Learning Journal, 5(4), 320-341.
Öveges, E., & Csizér, K. (Eds.), (2018). Vizsgálat aköznevelésben folyó idegennyelv-oktatás kereteiről és
hatékonyságáról: Kutatási jelentés [Research into theframework and effectiveness of foreign language
instruction in Hungarian public education: A report].
Oktatási Hivatal. https://www.oktatas.hu/pub_bin/
dload/sajtoszoba/
nyelvoktatas_kutatasi_jelentes_2018.pdf
Oxford, R. L. (1990). Language learning strategies: Whatevery teacher should know. Heinle & Heinle.
Oxford, R. C. (2003). Toward a more systematic model of
L2 learner autonomy. In D. Palfreyman & R. C. Smith(Eds.), Learner autonomy across cultures: Language
education perspectives (pp. 75-91). Palgrave
Macmillan.
Oxford, R. L. (2017). Teaching and Researching Language
Learning Strategies. Routledge.

Kanda University of International
Studies

166-183.

Interest and Research in Learner
Autonomy

Email: <dvolaamb@buffalo.edu> or<razafindratsimba-d@kanda.kuis.ac.jp>
I was an English as a Foreign Language (EFL) teacher inan English language center in Madagascar for several
years before I decided to learn more about learnerautonomy, as I realized the latter was what my students
were lacking. They tended to be dependent on teachers
to give them instructions and to guide them on what tolearn and what resources to use, though they werealready university students and workers. I then started
to read papers about learner autonomy, the capacity totake charge of one’s learning (Benson, 2011), a notionthat was unfamiliar in the context where I was. The
more I learned about it, the more I felt that I needed to
do much more than just reading about it. Thus, I decided
to pursue a PhD on fostering learner autonomy in the
EFL Malagasy context in New Zealand.
For my PhD, I especially worked with EFL student
teachers and in-service teachers in Madagascar, as I
strongly believed that learner autonomy starts withteacher education, as Little (1995) states, “Language
teachers are more likely to succeed in promoting learnerautonomy if their own education has encouraged them
to be autonomous” (p. 180). Firstly, I investigated theaffordances for learner autonomy in a rural Malagasy
school. Secondly, I conducted a nine-week practitioner
research with first-year student teachers, aiming todevelop their metacognitive awareness on their writingby means of reflection. The findings from these twophases showed that learner autonomy can and shouldbe implemented in any context. However, before theNewsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning 『学習の学習』 28(2): Members’ Voices
implementation, it is crucial to study the context inorder to find the affordances and the constraints
regarding learner autonomy. The first phasedemonstrated that it is important to understand the inservice teachers’ existing beliefs and teaching practices
in order to raise their awareness of learner autonomy
gradually by means of reflective questions. The second
phase showed that experiencing the implementation oflearner autonomy on their learning for nine weeks madethe student teachers aware of their capacity to takecharge of their writing and their learning in general by
setting goals, monitoring and self-evaluating. They also
realized their responsibility towards their learning, andexpressed their willingness to promote the same to their
future students, as exemplified in the following quotefrom one of the students:
If I were a writing teacher, I would use the reflective
journal sometimes for my students. I would tell themthat learning by themselves is really important because
when we are just given lessons, we forget them after a
few times and we do not really understand why they arelike that, but when we have to find solutions and lessons
by ourselves, we never forget them. I would let them[set] clear goals and challenge themselves to attainthem. (N1)
Including the implementation of learner autonomy informal teacher education can, therefore, be the mosteffective and sustainable way to foster autonomy.
In addition to my PhD thesis (published in 2020), I am
still writing on the studies I conducted in Madagascar
and some follow-up studies. I still would like to continue
working with student teachers and teachers on the
promotion of learner autonomy in the EFL Malagasy
context and hopefully the Japanese context.
Still related to the investigation about affordances forlearner autonomy, I am co-authoring a paper with twoof my Malagasy former students, which will be publishedin the Learner Development Journal 6. In the paper, thetwo student teachers share their English language
learning histories (LHL), which, according to Murphey
and Carpenter (2008), are rich sources of data to analyze
learners’ perceptions and beliefs vis-a-vis the languages
they learn and to identify the ‘seeds’ of their agency. In
the paper, we focus on the student teachers’ learning
beyond the classroom, including their sources ofmotivation as well as the activities they did.

学習者ディベロプメント研究部会 <http://ld-sig.org>

As a learning advisor at Kanda University ofInternational Studies now, I have been conducting
research related to advising (e.g. Ambinintsoa, 2020),
self-directed learning resources (e.g. Ambinintsoa et al,2021), and in-class reflection. My experience as alearning advisor has enabled me to appreciate theimportance of Intentional Reflective Dialogue (IRD) (Kato& Mynard, 2016) and to understand the uniqueness ofeach learner. It has reconfirmed my belief in thenecessity of self-reflection, which I have applied in myown Japanese learning. I am now writing a paper on selfreflection as the solution to motivation according to myown language learning experience. In addition to learnerautonomy and advising, I am interested in motivation
related to multilingualism.

References
Ambinintsoa, D. V. (2020). Using an advising tool to help
students go beyond “just learning”, Relay Journal,
3(2), 221-228.
Ambinintsoa, D. V., Mynard, J., & Yamamoto, K. (2021).
Promoting self-directed language learning:
Transitioning from paper-based materials to online
learning apps, Harnessing the Potentials ofTechnology to Support Self-Directed Language
Learning in Online Learning Settings, Proceedings ofthe 2020 STELLA Symposium, Stockholm, Sweden,
October 2020.
Benson, P. (2011). Teaching and researching autonomy(Second ed.). Routledge.
Kato, S., & Mynard, J. (2016). Reflective dialogue:
Advising in language learning. Routledge.
Little, D. (1995). Learning as dialogue: The dependenceof learner autonomy on teacher autonomy. System,
23(2), 175-181.
Murphey, T., & Carpenter, C. (2008). The Seeds of Agency
in Language Learning Narratives. Narratives oflearning and teaching EFL (pp.12-34). Palgrave
Macmillan.
Dominique Vola Ambinintsoa is a learning advisor
at Kanda University of International Studies in
Chiba, Japan. She holds a PhD in applied linguistics,
focusing on fostering learner autonomy in an EFL
context (Victoria University of Wellington, New
Zealand) and a Master of Education in TESOL (State
University of New York at Buffalo, US). She is a comanaging editor of the Research Institute forLearner Autonomy Education’s Relay Journal and isa co-editor for an upcoming issue of the Learner
Development Journal. She has a particular interest

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Learning Learning 『学習の学習』 28(2): Members’ Voicesin learner autonomy, self-access language learning,
advising in language learning, and positive
psychology in education. In addition to Japan, she
has had experience of teaching English in
Madagascar, the United States, and New Zealand.

Ecologically Partnering Our Students
and Nature: Empowering Learners,
Learning, and Life!
Tim Murphey,
Research Institute for Learner
Autonomy Education (RILAE),
Kanda University of International
Studies (KUIS)Email: <mitsmail1@gmail.com>“Partnering? Partnerism?”
Strange words just six months ago (when the virus waspeaking again in Japan) and I ran across Riane Eisler’schapter in The New Possible (2021), “Caring for People
and Nature First: Four Cornerstones for a Successful
Progressive Agenda.” Eisler, anthropologist turned
lawyer-activist, has been telling us in her many books
since 1987 that partnerism offers a more equitable andegalitarian way to address our problems and hopefully
survive a bit longer on this planet. We have all heard
how everything is connected (how our biologies,
psychologies, sociologies, economies, and ecologies all
depend upon each other) and Eisler does an excellent
job of showing how the “domineering agenda” of
economists is connected to recent socio-ecologicalproblems:
Both capitalism and socialism were attempts to moveaway from the domination economics that pervaded
most of recorded history. Examples included the topdown economics of tribal chiefs, Chinese emperors,
Middle Eastern sheiks, and European kings and feudallords. Adam Smith was interested in challenging thesystem of mercantilism: the control of economics fromthe top by kings and court officials. Marx challenged
capitalism and the exploitation of workers and peasantsby so-called nobles and the growing bourgeoisie.
While many today focus on the differences between
Smith and Marx, both men actually saw nature as
something to be dominated and exploited. They did notconsider the damage to our natural life support systems
or the need to care for them…(p. 72)
We do not need to be scientists to understand thatmany of our social and ecological systems drasticallyneed revising to have a sustainable future. That’s the big
picture.
Eisler also writes of teachers partnering students in
education (Tomorrow’s Children 2000) for a better, more
ecological way of “walking our talk” and creating
dialogue in which teachers continue to learn as well.
When such partneristic learning communities emerge
dialogically in education, the possibility that they canemerge in families, businesses, and communities grows
as well and we all begin to reap the benefits of moreegalitarian and equitable societies. (Educators should
never assume that they are just teaching the students infront of them; they are teaching future parents,
politicians, and business leaders in whose hands theworld will evolve.) Respectful and trusting partnerships
empower all of us and we all end up learning, being
more creative, and evolving more ecologically.
Unknowingly almost, I have been drifting that way
somewhat throughout my career. At first by getting
students to share the classroom by giving me feedback
so that I could make our classes more equitable throughaction logging (Murphey 1993, Miyake-Warkentin et al,2020), fighting against the Japanese university entrance
exam system (Murphey 2004), publishing student work
(Murphey 2021a&b), and social testing (Murphey 2013,2018, 2019).
Engaging the minds of youth with respect and trust
through partnering them goes much further andstraighter to the target of ecological and meaningfulactive learning and lifelong engagement. (NB: Educators
should never assume that they are just teaching theirstudents; they are teaching future communities,
parents, politicians, and business leaders, through theirstudents in whose hands the world will evolve in eternal
ecological waves of respectful and trusting
partnerships.) Of course teachers and students will comearound to this easier than politicians and corporations,and we can only hope that some of our students will get
into politics and corporations and eventually shiftsystems. After first reading Eisler’s chapter, I have read
five of her books and am on #6. I have also found thelinks centerforpartnership.org and partnerism.org very
helpful as well. It seems rather obvious that the “spare
the rod and spoil the child” domineering form ofeducation is not only outdated but does not work.

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Learning Learning 『学習の学習』 28(2): Members’ Voices
For more information about Riane Eisler see here:
https://centerforpartnership.org/
https://
www.partnerism.org/
Eisler, R. (1987). The chalice and the blade. Harper.
Eisler, R. (2000). Tomorrow’s children: A blueprint forpartnership education in the 21st century. Westview
Press.
Eisler, R. (2002). The power of partnership. New World
Library.
Eisler, R. (2007). The real wealth of nations. BerrettKoehler Publishers.
Eisler, R. and Fry, D. (2019). Nurturing our humanity:
How domination and partnership shape our brains,
lives, and future. Oxford.
Eisler, R. (2021). Caring for People and nature first: Fourcornerstones for a successful progressive agenda. In
P. Clayton, K. Archie, J. Sachs, & E. Steiner (Eds.), The
new possible: Visions of our world beyond crisis (pp.
71- 79). Casade Books.
References:
Miyake-Warkentin, K., Hooper, D., & Murphey,(2020). Student action logging creates teacher
efficacy. In P. Clements, A. Krause, & R. Gentry (Eds.),
JALT 2019 Proceedings, 341-349. https://jaltpublications.org/articles/25989-student-actionlogging-creates-teacher-efficacy
Murphey, T. (1993). Why don't teachers learn what
learners learn? Taking the guesswork out with action
logging. English Teaching Forum, 31(1), 6-10.
Murphey, T. (2013). With or without you and radicalsocial testing. Pookela (Hawai’i Pacific University
Newsletter) 20(69), 6-7.
Murphey, T. (2018). Stretching boundaries with social
testing and self-evaluations in language classes. J.
Mynard & I. K. Brady (Eds.), Stretching boundaries:
Papers from the Third International Psychology ofLanguage Learning Conference (pp. 47-48). IAPLL.
Murphey, T. (2019). Peaceful social testing in times ofincreasing individualization & isolation. Critical
Inquiry in Language Studies. 16(1), 1-18. https://doi.org/10.1080/15427587.2018.1564138
Murphey, T. (2004). Participation, (dis-)identification,
and Japanese university entrance exams. TESOL
Quarterly, 38(4), 700-710.
Murphey, T., (2021a). Ask your students for a change:
Using student produced and selected materials(SPSMs) in dialogic pedagogy, The Language Teacher,45(5), 9-16.
Murphey, T., (2021b). Voicing Learning. CandlinMynard.

学習者ディベロプメント研究部会 <http://ld-sig.org>

Tim Murphey (PhD Université de Neuchâtel,Switzerland,) TESOL’s Professional Development in
Language Education series editor, co-author with
Dörnyei of Group Dynamics in the Language Classroom(CUP/2003), author of Music and Song (OUP/1991),
Teaching One to One (Longman/1992), Language
Hungry! (Helbling/2006), a novel about Japan’s entrance
exam system The Tale that Wags (Perceptia/2010),
Teaching in Pursuit of Wow! (Abax/2012), co-editor with
Arnold of Meaningful Action: Earl Stevick’s Influence on
Language Teaching (CUP/2013), and author of Voicing
Learning (2021 Candlin& Mynard). He is presently asemi-retired visiting professor at the Research Institutefor Learner Autonomy Education (RILAE), Kanda
University of International Studies. (100 words)

A Teacher Can Change Students’
Perception of English
Kaori Suzuki
Student in the Graduate School of Global
Communication and Language Akita International
University
Email: <i2000101@gl.aiu.ac.jp>
How will students feel my English instruction is effective
and fruitful? I am currently seeking the answer as a
graduate student at the School of Global Communicationand Language at Akita International University. In thepast, I did not consider students' feelings or help
students pursue their dream of English acquisition. Totell the truth, I forgot why I wanted to become a fluent
English speaker and what experience I have had in orderto achieve the goal. In this article, I would like to identify
what makes my students think my instruction is effective
or fruitful. I appreciate providing me with thisopportunity to write about my English learning andteaching process. I would like to share the process ofrecognizing my lack of awareness and identifying better
approaches to teaching.
The first thing I learned that makes my instruction
effective and fruitful is that possessing a dream ofgetting a global status is vital to becoming anautonomous English learner. My values were changed by
one teacher when I was a second-year high school
student. Her English was like a native speaker’s, and she
was glittering. I began to hold an admiration for her. I
concentrated on her instruction and talk of experiences

11Learning Learning 『学習の学習』 28(2): Members’ Voices
overseas, and took notes as much as possible. My
English grades drastically improved, and I started tofantasize about becoming a fluent English speaker andgetting a job that required English. Until then, I
perceived nothing more than English as one of theschool subjects. When I was in college, I was depressedwith many assignments and wanted to get away fromlearning English. However, my dream was alive and has
inspired me to continue learning English until now. After
getting a degree in English and an English teacher'slicence, I began working for a company, but my dreamwas still in my mind. I started to go to an English
conversation school. Finally, I began to work as an
English teacher. I realized that my dream would cometrue if I kept my dream alive.
My English instruction was entirely like the style I
experienced at school rather than my individual English
learning. Students' unmotivated faces explained thatthey were only studying English to get good marks in theexams. Thus, I felt compelled to encourage students tofind their own dreams and convey that English canbroaden their possibilities. At the same time, the newcourse of study published by the Ministry of Education
stated that English lessons should be conducted in
English at high schools (MEXT, 2009, 2018). My teachingexperiences made me want to improve my English skills
and learn novel instruction methods to inspire mystudents.
The second thing I learned that makes my instruction
effective and fruitful is that I need to take into
consideration the feelings or difficulties of my students
in relation to their English learning. Most of my previous
students interpreted English as one of their school
subjects, just like I did. Nothing more, nothing less. I
learned that a motivational factor, "International
Posture," is one stimulus for raising autonomous
learners (Yashima, 2009). If students can see themselves
involved in the global society, it may help them tobecome interested in English and overcome their
negative feelings or any difficulties they are having. It
takes a long process for students to change fromrecognizing English as a school subject to realizing thatthey can have an international posture in society. I
believe teachers can change students' perceptions ofEnglish. To achieve this, teachers should be aware of
their students' perception of English education.
Students' behaviors, reactions, or facial expressions
presumably want to convey some messages to me.

Chatting with students outside the classroom indeed
gives us clues to see their perceptions.
Since an English teacher is the closest Englishspeaking and English-learning person to a student, weteachers must show our postures as the models to
support students' English learning. However, justlearning the instruction methods does not mean thatteachers can immediately put them into practice. I haverealized that repeated training and reflection are vital tosatisfy the Course of Study and raise autonomous
learners. It is essential to know what is difficult for
students, what activities encourage student
engagement, and how to give them a sense ofachievement.
With the development of the internet, students must
know that English is a universal language and English isrequired to communicate worldwide. However, it takes along time to acquire English. It is crucial to become
autonomous learners to make dreams practical goals. It
is necessary to consider whether our classes are exciting
and worth joining and support students to continuelearning. When our students find their dream, we know
we have succeeded.

References
Ministry of Education, Culture, Sports, Science, andTechnology (MEXT), Japan. (2009). High school courseof study (English).
Ministry of Education, Culture, Sports, Science, andTechnology (MEXT), Japan. (2018). High school courseof study (English).
Yashima, T. (2009). International posture and the ideal L2
self in the Japanese EFL context. In Z. Dörnyei, E.
Ushioda (Eds.), Motivation, Language Identity andthe L2 Self (pp. 144-163). Multilingual Matters. doi:
https://doi.org/10.21832/9781847691293-008.

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