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The paper examines the emotions of 15 learners of Japanese across seven weekly online text chats in Japanese with native Japanese speakers, and the factors that caused their emotions. The data came from questionnaires about the learners' biodata and previous experiences of text chats, weekly reports about their chats, transcripts of the chats, and occasional questions in e-mail exchanges between the researcher and the learners to clarify certain statements in the weekly reports. The learners' positive and negative emotions and the causes of those emotions were coded and counted for descriptive quantitative analysis. The learners reported both positive and negative emotions within each individual chat as well as across the seven weeks. Enjoyment was the most frequently occurring of the positive emotions, while a sense of difficulty was most often reported among the negative emotions. Both positive and negative emotions changed over the seven weeks. The chat process and issues with the Japanese language tended to be triggers for negative emotions, with positive emotions likely to be triggered by the chat partners, and also by discussions of hobbies, similar interests and culture. It would appear to be important for learners to develop a rapport with their partner through chat communications and to avoid focusing too much on their own limited foreign language proficiency in order to increase their positive emotions in online text chats, thus improving the experience and leading to greater learning.

Purpose: Communication technology is used in diverse ways in our everyday lives. This research aims to fill a gap in research into L2 learner psychology connected with using online communication tools such as messaging platforms. Approach: The article focuses on practitioner research into feelings experienced during online L2 text chat. Twenty-one undergraduates studying English as a Foreign Language at a university in Japan, and nineteen Japanese as a Foreign Language undergraduates from a university in Australia participated. In chat sessions, learners had thirty minutes interacting in their first language, and thirty minutes with their second language. Longitudinal, qualitative data was collected over the seven-week exchange through reflective session reports. Findings: Analysis uncovered seven positively- and four negatively-valenced feelings experienced through L2 online chat. In both the EFL and JFL groups, mentions of positive amounted to more than double those of negative emotions. These feelings connected with various object-foci such as topics about culture, differences in life experiences, hobbies, linguistic aspects of the L2, L2 identity, chat partners and the chat process itself. Originality: The article builds on existing research by adding greater qualitative detail to understandings of feelings emergent through online L2 learning.

The present study examines the kinds of emotional scaffolding that occurred in online text chats in Japanese between 19 learners of Japanese at an Australian university and 19 native-speaking students at a Japanese university, together with the emotions that the learners experienced in relation to the scaffolding. The learners chatted in Japanese and also in English, each for 30 min per week for 7 weeks. The data that were collected consisted of questionnaires, chat transcripts, learners' weekly reports, and interviews held with the learners after the conclusion of the project. Emotional scaffolding found in the data included expressing positive attitudes toward the chats, complimenting an interlocutor about their FL proficiency, and expressing emotions using emoticons. These types of scaffolding triggered positive emotions in the learners and developed emotional intersubjectivity between the interlocutors, while a lack of emotional scaffolding in the communications led the learners to experience negative emotions.

There is growing recognition of the need to investigate second/foreign language learners' emotions related to their language learning, because both positive and negative emotions affect a learner's motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students' L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners' emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes. [ABSTRACT FROM AUTHOR]

Children and youth from refugee backgrounds have complex language experiences owing to their journeys away from their homelands often taking them through multiple contexts. This study was motivated by a desire to better understand the language resources of students newly arrived as refugees in Australia and their embodied and contextualised experiences of their languages. Language portraits are a tool used to generate insights into language experiences. For this study, the language portrait tool was extended beyond the body to include contexts within which languages are experienced (school, home, the digital domain, other). Participants were 41 secondary students, who arrived as refugees from South Asia and the Middle East and were either enrolled in, or recent graduates of, an intensive English language programme. Findings were derived from (1) coding of languages according to embodied experience and context and (2) thematic analysis of students' transcribed discussion. Patterns across the cohort indicated that these students primarily experience their thinking as monolingual in their L1. However, the coding of sensory zones indicates that multilingualism is experienced as a multisensory flow of viewing, listening, speaking, eating and otherwise experiencing. Challenging assumptions of the home language environments of refugee students, homes appeared as multilingual domains. [ABSTRACT FROM AUTHOR]

The genus Marburgvirus, like Ebolavirus, belongs to the family Filoviridae and consists of virus species that cause severe hemorrhagic fever in humans and nonhuman primates. Marburgvirus contains 1 species, Marburg [...]

Based on sociocultural and contextual perspectives, this study examines how Japanese language learners perceive a conflict between their beliefs and actions when speaking the target language in the classroom context, and how these learners change their beliefs or actions to overcome the conflict. Data were collected during a second-year level Japanese language course at an Australian university for one semester using multiple instruments (diary writing, interviews, and classroom observation and recording). The data were analysed qualitatively using content analysis. The study found that the learners had two different beliefs, which triggered a conflict between one of their beliefs and their actions. This conflict frustrated them. The learners developed their confidence, restructured their beliefs and actions, and solved the conflict to speak Japanese more frequently in the class.

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second-year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews. Two teachers and 7 learners participated in the study. According to the data analysis, learners' responses to CF did not necessarily indicate their noticing or understanding of the CF. The teachers tended to overestimate "strong" students' noticing of CF and their understanding of correct forms when they responded to their CF. Implicit CF, which was much more frequently used than explicit CF, did not tend to lead to the learners noticing of CF. The learners' responses to CF without noticing the CF seemed to be related to their preference of not triggering social strain or embarrassment in the classroom. The results suggest that teachers' and learners' perceptions of CF and the learners' responses to CF are associated with the teachers' perceptions of individual learners, the learners' perceptions of classroom interactions, as well as the various types of CF.

Corrective feedback (CF) has been investigated in relation to learners' error types that trigger CF and learners' responses to CF. These research findings generally suggest that recasts, the most frequently used type of CF, did not trigger learners' reformulation of their erroneous utterances very frequently. In these studies, however, teachers' choice and learners' preference of CF types have not been probed from the point of view of the teachers and learners. The present study explores teachers' choice and learners' preference for CF types in Japanese as a foreign language (JFL) classrooms through audio recordings of the classes and a stimulated recall (SR) interview with each participant. The findings indicate that teachers chose recasts because of the time limitation of classes and their awareness of learners' cognitive styles. They also chose CF types such as elicitation or metalinguistic feedback when they regarded the learners who made erroneous utterances as being able to work out correct forms on their own. Most of the learners preferred to have an opportunity to think about their errors and the correct forms before receiving correct forms by recast.

The present study examines Japanese language learners' perception of corrective feedback (CF) in pair work in relation to their noticing and understanding of their partners' CF and the factors that influence it. This study focuses on three learners, who worked together in pair work. The data collection methods consist of classroom observation, audio-recording of the learners' speech in class, and stimulated recall interviews following the classroom recording. The data analysis revealed that the learners sometimes did not understand their partners' CF, and their dissatisfaction with their interactions affected their understanding of CF. The study suggests the importance of learners' understanding CF and their satisfaction with their roles in their interactions during pair work. (Contains 5 notes and 1 table.)

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations.

Learners' spontaneous speech beyond interaction patterns such as teacher's initiation-learner's response-teacher's evaluation (I-R-E/F) (Heap, 1988; Mehan, 1979; Ohta, 1999) helps lead them to negotiated interaction (Boulima, 1999), which is effective for foreign language learning. This study examines both an instructor's and a learner's perceptions of self-expressive speech in a Japanese language classroom at an Australian university. Methods of data collection and analysis included classroom observations, audio recording of the speech of the instructor and the learner in class, stimulated recall interviews, and discourse analysis. The data showed a gap between the instructor's and the learner's perceptions of the learner's self-expressive speech. The instructor's negative evaluation of the learner's self-expressive speech is related to "act" and "stance" (Ochs, 1993, p. 288), as well as social pressure (Allwright, 1996) within classrooms. (Contains 5 notes.)