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There is an increasing amount of research into corpus-based study as a pedagogical approach in language learning. This is most commonly known as datadriven learning (DDL) and can refer to both computer-based and paper-based activities. Despite the growing interest, the vast majority of published research into DDL investigates university students and there is a serious lack of inquiry into children and adolescents. This paper seeks to add to the limited knowledge that currently exists on pre-adolescent learners. Present research into young learners primarily investigates corpus-supported or paper-based learning; therefore, the aim of this particular study is to compare the latter with direct corpus use in order to help improve our understanding of young learner attitudes toward both forms of DDL. A small-scale, mixed-methods study was designed to investigate the perceptions and attitudes of Japanese sixth-grade elementary school students toward EFL corpus-based activities. Five participants took part in a month-long course of four one-hour online sessions, with data collected via a pre-study survey, post-class questionnaires, and post-study interviews. Results show that students display a very favorable attitude toward DDL activities, with a clear preference for paper-based activities over computer-based activities. The findings also highlight the importance of 'scaffolding' in young learner education and the potential obstacles that must be overcome to ensure that DDL activities can be successfully implemented in the EFL young learner classroom. [ABSTRACT FROM AUTHOR]

In universities throughout Japan, English language learners are required to stand in front of their peers and make a presentation with the aid of software such as Microsoft PowerPoint. This type of public speaking activity can often be an anxiety-inducing, glorified reading or memorization exercise of text-heavy slides that fails to meet the intended objective of developing the learners' presentation skills. This paper reports on the perceptions of Japanese university students toward an action research project that utilized poster presentations in conjunction with mobile-video reflective feedback. An activity systems analysis helped uncover the systemic contradictions and tensions that existed in the participants' English as a foreign language (EFL) oral presentation lessons. One hundred and twenty-nine undergraduate economics students from nine classes completed a paper-based survey. In addition, seven students from the same second-year international economics course participated in a focus group interview. The results indicated that most participants viewed mobile-video enhanced self- and peer-reflective feedback as beneficial tools that could help improve the quality of their EFL presentation performances. However, many students expressed concern about public speaking anxiety, the protection of personal privacy, as well as the cultural contrast between Western and Japanese presentation styles. [ABSTRACT FROM AUTHOR]

As internationalization in the learning environment is still developing in Japan, there is a need for further practical research in foreign language education which embeds international cooperative learning. The study reported in this paper aimed to explore the effectiveness of Intercultural Cooperative Project-Based Learning (IC-PBL) based on the integration of foreign language education and tourism education, aiming to develop the necessary skills for collaborating with people from diverse cultural and linguistic backgrounds. Working in the context of a Japanese university, we designed IC-PBL to incorporate the acquisition of knowledge of tourism, tour guide conversation training, field investigation of tourist destinations, and presentation of travel itineraries. Learning outcomes were evaluated based on the concept of Fundamental Competencies for Working Persons (Ministry of Economy, Trade and Industry, 2017) utilizing both quantitative and qualitative analysis. The study shows that the competencies for independence, ability to reach out to others, creativity, and ability to cope with stress were enhanced through the IC-PBL practice. In addition, learners recognized that collaborative learning experiences supported their improvements in thinking and teamwork within the framework of the Fundamental Competencies for Working Persons. This IC-PBL model shows potential as an effective instructional design to integrate foreign language education and tourism education and promote the ability to work with diverse people towards a common goal. [ABSTRACT FROM AUTHOR]

As internationalization in the learning environment is still developing in Japan, there is a need for further practical research in foreign language education which embeds international cooperative learning. The study reported in this paper aimed to explore the effectiveness of Intercultural Cooperative Project-Based Learning (IC-PBL) based on the integration of foreign language education and tourism education, aiming to develop the necessary skills for collaborating with people from diverse cultural and linguistic backgrounds. Working in the context of a Japanese university, we designed IC-PBL to incorporate the acquisition of knowledge of tourism, tour guide conversation training, field investigation of tourist destinations, and presentation of travel itineraries. Learning outcomes were evaluated based on the concept of Fundamental Competencies for Working Persons (Ministry of Economy, Trade and Industry, 2017) utilizing both quantitative and qualitative analysis. The study shows that the competencies for independence, ability to reach out to others, creativity, and ability to cope with stress were enhanced through the IC-PBL practice. In addition, learners recognized that collaborative learning experiences supported their improvements in thinking and teamwork within the framework of the Fundamental Competencies for Working Persons. This IC-PBL model shows potential as an effective instructional design to integrate foreign language education and tourism education and promote the ability to work with diverse people towards a common goal. [ABSTRACT FROM AUTHOR]

Researchers and intercultural educators have put forward various theoretical principles and pedagogical ideas related to the design and implementation of intercultural communication (IC) courses. Recently, researchers have called for curriculum development to include students' voices about their intercultural communication education (ICE). This paper reports on a study which examined 42 students' perceptions of an intercultural communication course taught over one semester at a university in Japan, focusing in particular on motivations for students' intercultural learning and their strategies for maintaining or further developing their IC competence upon completing their studies. Students were also asked to consider the significance of ICE in terms of their life experiences. Survey results revealed that participants enrolled in the IC course to reflect on their study abroad experiences, develop tangible skills for their vocations, and effectively manage IC interactions. They also claimed that learning about perceptions and IC transitions contributed to their understanding of their own experiences and broader intercultural issues. The study contributes to understanding of what students who choose to enrol in an IC course potentially seek from such a course in this context and how they interpret its significance in terms of their own goals and anticipated life trajectories. It also offers some implications for the design of future IC courses. [ABSTRACT FROM AUTHOR]

Receiving adequate pronunciation feedback is an ongoing challenge for l2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), l2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese university students' perceptions of online peer feedback on intelligibility (Derwing & Munro, 2005). To aggregate the feedback, P-Check, a plug-in for the Glexa lms (Version2, 2015) was developed and its recognition and dialog functions were piloted in two studies. In the first exploratory study (N = 59), a post-treatment survey and diaries were used to explore participants' attitudes. Participants believed that peer feedback through P-Check was useful and had increased their awareness of their pronunciation strengths and weaknesses. In the second quasi-experimental study (N = 55), no significant difference was found in participants' perceptions of the usefulness of peer feedback, whether delivered face-to-face or via P-Check. Recommendations for further development of P-Check and other similar plug-ins are given. [ABSTRACT FROM AUTHOR]

In this exploratory study, the author examines both students' and teachers' perceptions of Moxtra, a cross-platform cloud collaboration service, as a blended learning tool in a language course. Participants were 242 first-year students studying General English and 8 teachers at the Bunkyo English Communication Centre (becc) at Hiroshima Bunkyo Women's University in Japan. Both students and teachers were given an iPad self-efficacy survey along with a Moxtra Perceptions and Attitudes questionnaire with student survey results being followed by principal components analysis. Findings showed positive indicators regarding the potential for Moxtra in a language learning context, not only as a tool to support blended learning, but also as a tool to support teachers in a collaborative working environment. With that said, the results also indicate that for Moxtra to reach its full potential, students need to be inculcated, nurtured and encouraged to engage fully with the application. Similarly, teachers must also be encouraged to utilize Moxtra's many features with their students in order to benefit from all of its affordances. Te study provides both curriculum developers and language instructors with insights into the adoption of Moxtra in an EFL context. [ABSTRACT FROM AUTHOR]

The use of social networking systems has enabled communication to occur around the globe almost instantly, with news about various events being spread around the world as they happen. There has also been much interest in the benefits and disadvantages the use of such social networking systems may bring for education. This paper reports on the use of Twitter in a Japanese university course, and the effect it had on the participants' autonomy. The second language learning motivation and metacognitive skills of 34 Japanese university students studying in a foreign cultures class were measured using both open-ended and closed-ended items in a questionnaire. The results suggest that only students who have high linguistic self-confidence will display progress in taking charge of their learning habits and becoming autonomous in their study as a consequence of using a social networking system in class. [ABSTRACT FROM AUTHOR]

This paper reports on a classroom based-inquiry using quantitative methods conducted with Japanese EFL students' writing practice using ETS's Criterion. he purpose of the study is to examine the actual effects of teachers' feedback on students' writing on Criterion. Twelve university students in Japan participated in this study, while completing three Criterion writing assignments each. Six of the students received feedback from both a teacher and from the Criterion system, while six only received feedback from Criterion. he results of the study demonstrate that while the group who received feedback from a teacher showed improvement in some rhetorical features such as thesis statement and awareness of readers, the group that only received feedback from Criterion did not demonstrate major changes in those areas over their three assignments. From these results we can state that while Criterion can provide useful feedback to EFL learners, a teacher's feedback on early drafts of written work is essential for learners to be able to substantially improve their writing. Finally, some pedagogical implications concerning giving effective feedback while using Criterion will be discussed. [ABSTRACT FROM AUTHOR]

This experimental study examined how vstf (Visual-Syntactic Text Formatting)-based text benefits reading speed, reading comprehension, reading efficiency and retention for middle and high school students. Prospective within-subjects tests were conducted in Japan on a total of 132 students: 76 high school students from 12th grade and 56 middle school students from eighth grade. Students read both block-formatted text and vstf-based text and answered quizzes and subjective questionnaires related to what they read. Objectively, although middle school students did not show a significant difference between using block-formatted text and vstf-based text, low proficiency students in high school showed a significant increase in reading speed, reading comprehension, reading efficiency and retention, while high proficiency students in high school showed a significant increase in reading speed and retention. Regarding subjective questionnaires, most students among all of the grades felt reading vstf-based text was more effective than reading block-formatted text. Based on these results, future long-term studies with multiple texts should be considered. [ABSTRACT FROM AUTHOR]

A bring-your-own-device (byod) policy advocates student's unrestricted classroom access to their own technology devices to assist in the completion of learning objectives. Literature illustrates that implementing byod can cause trepidation at the administrative and teaching levels due to the potential negative consequences and distractions that it can cause, despite the benefits that can be claimed. Investigations into the use of byod in university level second language education in Japan are limited. Similarly, it is also largely unknown whether students can make the tangible shift to using their own devices in the classroom to assist in completing tasks while remaining task focused. This study illustrates student's evaluations of a byod policy in a two-semester Academic English report writing and presentation focused program. It reveals, through a detailed categorization and illustration of qualitative comments, that students made a meaningful and positive shift in opinions. At the conclusion of the program, students placed a high value on the ability to use their own devices to achieve positive task outcomes. This study can build reassurances amongst teachers that student's use of their own devices in the classroom can be targeted, beneficial and motivating. [ABSTRACT FROM AUTHOR]

The present study compared the efficacy of computer-mediated peer corrective feedback (CF) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecond-ary Japanese EFL students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer CF. They then received CF from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students' perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer CF. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer CF process and revealed some interesting distinctions between the groups. [ABSTRACT FROM AUTHOR]

The focus of this study is to explore the relationship between the linguistic and cultural learning processes that four female Chinese university exchange students perceived in Japan over one academic year. Two data collection instruments were employed: participants' diary entries and follow-up interviews with the four participants during the study-abroad period. A grounded theory approach was employed for data analysis. The main finding was that none of the Chinese sojourners' experiences during their study abroad represented the models of conceptualizing adaptive changes (Lysgaard, 1955; Oberg 1960). Furthermore, at a linguistic level, the sojourners experienced language shock at the initial arrival stage while at the cultural level, they came to develop negative attitudes towards their hosts over time. In the perceptions of linguistically- and culturally-specific restructuring processes in the host environment, with the impact of rich formal classroom instruction and learning in the home country, the sojourners were constructing dual identities negotiated with age and gender (cf. Ting-Toomey, 2005). On one level, they wished to celebrate their youth with hosts of the same generation by becoming involved in similar linguistic usage. On another, they wanted to behave in a polite manner like elderly women at linguistic and cultural levels. This study also discusses theoretical implications for diaries as a base research tool and methodological implications for future research. [ABSTRACT FROM AUTHOR]

The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners' attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today's learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education. [ABSTRACT FROM AUTHOR]

Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gamers, and potential adverse consequences from splitting one's attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders' experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students' experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language. [ABSTRACT FROM AUTHOR]

The provision of supplemental educational and instructional content in podcast form is becoming increasingly widespread in first language education. However, amongst second language students in Japan the lack of literature illustrates podcast use has been limited. Imitating podcasts, educational and instructional materials in audio form were delivered to Japanese university English language learners directly by email to encourage and reinforce learning and prepare them for upcoming class content and tasks. Investigation revealed students' receptiveness to these materials, the benefits that they brought to learning, and how teachers in similar circumstances can utilize this alternative delivery method. [ABSTRACT FROM AUTHOR]

This study aims to measure student cognitive and metacognitive perceptions regarding computer use in university. This study addresses three key questions: a) how does the model fit the key construct of metacognitive and self-efficacy beliefs; b) to what degree do independent variables predict dependent factor outcomes; and c) how can understanding student metacognitive and self-efficacy beliefs inform ICT policy in education? This representative model uses four latent factors to measure student perceptions: self-efficacy (SE), computer anxiety (CA), vicarious experiences (VE), and belief of benefits (BB). This study uses a 16-item survey model to test a sample of 602 students from a university in Japan. Quantitative data were analysed using a confirmatory factor analysis to test the validity of dependent latent factors, and a multiple regression analysis to identify independent variables that can predict dependent variable outcomes. Results identify statistically significant predictors of outcome related to two of the dependent variables (self-efficacy and computer anxiety) concerning the demographic groups: a) Gender, b) Computer use age (the age when participants begin using computers), c) Computer use based on hours per day, d) Ownership of computer devices, and e) Location of computer use. Findings conclude that the tested model gives substantial insights into the cognitive and metacognitive processes of students, which can meaningfully contribute to the development of ICT policies in schools. [ABSTRACT FROM AUTHOR]

This study explores the role of an online pre-sessional program in preparing students to matriculate into an English-medium bachelor's program at a Japanese university. The study covers two program sessions, the first of which consisted primarily of international students, and the second comprised mainly of graduates of Japanese high schools. To accommodate the wide range of students from both Japan and abroad, the instructors aimed to design a program that would introduce participants to the learner-centred, interdisciplinary curriculum of the bachelor's program, encourage the development of learner autonomy regarding language study and personal academic goals, and generally ease the transition to an English-medium curriculum. Assessment of the pre-sessional program is based on the first two sessions and includes both quantitative data (usage data drawn from the online platform and questionnaires issued at the end of each pre-sessional program), and qualitative feedback gathered through opened-ended comments on the questionnaires and focus group discussions held during the first or second semester after matriculation. Results highlight gaps between instructor goals and student expectations, as well as distinctly different patterns of participation that emerged in the two sessions, despite nearly identical content. [ABSTRACT FROM AUTHOR]

To understand in-service language teachers' intrinsic barriers to technology integration in higher education contexts, this in-depth study investigated four teachers teaching Chinese as a foreign language (CFL) at a private university in Japan. The researcher trained the four teachers with varied digital literacy how to create and utilise online materials in a dedicated Moodle site, and the teachers' training processes, as well as actual classroom practices, were then observed. Qualitative and quantitative data were collected over three semesters, including: (1) a pilot survey before Moodle integration to access the teachers' attitudes and expectation of educational technology use; (2) classroom observations to investigate how the participants use technology in their CFL classroom; (3) audio recordings and field notes collected in a workshop and interviews to explore reasons behind behaviours; and (4) access logs in Moodle to determine the participants' engagement through online materials inside and outside the classroom. The findings' implications in terms of teachers' experiences, emotions, competences, beliefs, motivations, and sociocultural factors affecting their determinations of technology integration in CFL classrooms in a Japanese higher-education setting are presented. Future considerations and ongoing challenges are discussed to highlight the implications for research, policymakers, teacher educators, and stakeholders. [ABSTRACT FROM AUTHOR]

Past research on digital games and virtual worlds suggests that these platforms provide multiple benefits for language learning, including positive effects on motivation and opportunities for authentic learner interaction. Despite this, adoption of these platforms in classrooms appears largely nonexistent. We provide a review of research on the use of games and virtual worlds in language learning and report on the results of a recent survey and series of interviews with university language teachers in Japan. Analysis provides insight into the challenges of adopting technology in language teaching and on the types of platforms that may ultimately see wide adoption. [ABSTRACT FROM AUTHOR]

The article presents an obituary for Professor Kenji Kitao of Doshisha University in Kyoto, Japan.

This study explores, describes and analyzes the utilization of smartphone apps by four Japanese university students to support learning English as a Foreign Language (efl). Findings indicate that intermediate language learners use apps to access content and communicate on sns and are not keen on studying discrete language parts. Participants believe that using apps helped them with their four language skills (listening, reading, speaking, and writing), grammar, vocabulary and spelling. Use of apps (location, frequency and duration) seems to be determined by opportunity, personal preference and desire to use. [ABSTRACT FROM AUTHOR]