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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 13:30-13:55, Room 411 (Research Paper)

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

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 13:30-13:55, Room 504 (Research Paper)

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 13:30-13:55, Room 506 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 14:00-14:25, Room 410 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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).
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 14:00-14:25, Room 506 (Research Paper)

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 14:30-14:55, Room 504 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 16:30-16:55, Room 410 (Research Paper)

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 16:30-16:55, Room 503 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 16:30-16:55, Room 506 (Case Study/ Action Research)

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.

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:00-17:25, Room 410 (Research Paper)

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
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:00-17:25, Room 503 (Case Study/ Action Research)

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:00-17:25, Room 505 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:00-17:25, Room 511 (Research Paper)

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:30-17:55, Room 411 (Research Paper)

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)

一
般
発
表

Regular Presentation

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

Day 1

Regular Presentation

一
般
発
表

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.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Day 1, 17:30-17:55, Room 506 (Research Paper)

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.