Rozprawy doktorskie na temat „Japanese language classroom”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Japanese language classroom.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Japanese language classroom”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.
2
Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.
Pełny tekst źródła
3
Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
Pełny tekst źródłaStreszczenie:
The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.
4
Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
Pełny tekst źródła
5
Inada, Takako. "Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students". Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/333/.
Pełny tekst źródłaStreszczenie:
This research was conducted to investigate foreign language classroom anxiety (FLCA) among Japanese college students taking English as a foreign language (EFL), focusing mainly on the relationship between FLCA and first language (L1) use in English task-based classes. Factors possibly affecting FLCA, such as gender, proficiency level, enthusiasm, self-confidence, and teacher-type preference, were also investigated to obtain a holistic picture. A cross-sectional research design with a mixed-methods approach (questionnaires, classroom observations and interviews) was adopted. Japanese EFL college students were found to have various degrees of FLCA. Overall, students with the highest anxiety levels were females (who felt stronger self-consciousness and peer pressure), beginners, and those who had poorer comprehension, showed less enthusiasm, studied less at home, spoke less English outside class, had lower self-confidence, took fewer risks, exhibited a higher desire to use Japanese in class, and preferred bilingual Japanese-native teachers (BJNT). However, even students who were enthusiastic about studying English sometimes had higher anxiety, which was considered to be facilitative in nature on the basis of the existing literature. Beginners wanted to use more L1 than advanced-level students for clarification, but advanced-level students also needed L1 for understanding difficult materials. Higher enthusiasm was important for reducing anxiety and increasing self-confidence. Interestingly, although higher self-confidence was important for reducing anxiety, higher proficiency, rather than higher self-confidence, affected the amount of L1 use by students. The finding that the more English students spoke outside class, the less anxious they became suggests that students need more practice speaking TL to decrease their anxiety. However, even students with higher enthusiasm who took optional classes sometimes wanted to use L1 in class. Qualitative observations lent support to quantitative findings and helped to explain a number of interesting phenomena. The implications and limitations of the study are discussed, together with suggestions for further research.
6
Fincher, Amanda, i n/a. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom". Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20080613.161329.
Pełny tekst źródłaStreszczenie:
In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants own perceptions of their speaking proficiency levels in Japanese and an independent judges evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judges evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.
7
Bonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom". Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.
Pełny tekst źródłaStreszczenie:
While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.
8
Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
Pełny tekst źródłaStreszczenie:
CITE/Language ArtsEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
9
Fincher, Amanda. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365758.
Pełny tekst źródłaStreszczenie:
In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants’ perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants’ own perceptions of their speaking proficiency levels in Japanese and an independent judge’s evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants’ attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judge’s evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants’ performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
Full Text
10
Yoshida, Reiko Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Overt and covert partcipation of learners in Japanese language classrooms". Publisher:University of New South Wales. Languages & Linguistics, 2008. http://handle.unsw.edu.au/1959.4/41212.
Pełny tekst źródłaStreszczenie:
This thesis investigates corrective-feedback episodes and learners?? private speech in Japanese language classrooms at a university to examine both overt and covert speech of the adult learners in relation to their target language learning. Corrective-feedback episodes between teachers and learners in language classrooms have been focused on as typical interactions in the classrooms and a factor that contributes to learning of target languages. Ohta (2001) found that learners noticed their teachers?? corrective feedback to the other learners and responded to the feedback in their private speech, and that they also repeated others or manipulated sounds or forms by using their private speech. As learners notice a gap between what they actually can produce and what they want to say, when they produce target languages, even without feedback (Swain, 1985; Swain and Lapkin, 1995), learners?? private speech should be examined as well as their corrective-feedback episodes in classrooms. The data were collected from six learners and two teachers at a Level 2 (upper beginning) Japanese course for two semesters (throughout a year). The data are composed of classroom observations, audio and video-recordings of the classrooms, and stimulated recall interviews with both the teachers and the learners following the classroom recordings. All corrective-feedback episodes and the learners?? private speech were transcribed and coded according to error type, corrective-feedback type, types of response to the feedback, and types of the learners?? private speech. The teachers tended to use recasts often because of the time limitation of the classroom teaching and their teaching policy. However, all the learners preferred to be given opportunities to self-correct their own errors before being provided with correct answers by recasts. Private speech had functions of cognitive/metacognitive, affective/social, and self-regulation, which overlapped with each other. The learners were aware of their use of private speech in the classrooms. The teachers sometimes noticed their learners?? use of private speech in the classes. The learners used both Japanese and English as cognitive tools as well as communicative tools. The learners used every opportunity for their learning, by overtly and covertly participating, in the class.
11
Ohara, Tetsushi Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Design of learning environment for beginning level Japanese education: classroom as a community". Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43588.
Pełny tekst źródłaStreszczenie:
The context of this study lies in the fact that in Australia, compared to learners of Japanese language in Japan, learners tend to have fewer opportunities to use Japanese. For many learners in Australia, especially beginners, it is difficult to find a variety of opportunities and maintain motivation to seek out and participate in such opportunities to use Japanese. In the present study, the researcher exploits sociocultural approaches (SCT) in a beginning-level Japanese language program in an institutional setting in order to enable language learners to become language users in Australia. Based on Lave and Wenger (1999), the study considers that learning a foreign/second language brings about not only the acquisition of linguistic structures but also leads to changes in participation in communities. Adopting SCT, the researcher created Japanese language revision courses at an Australian university and designed participant roles, rules, and artefacts in the revision courses as well as devising activities that aimed to develop the classroom into a community and to enhance the use of Japanese as a means of self-expression for learners. The results of the study show that the learners developed a sense of community in the classroom through a variety of activities in the revision course. One of the new roles introduced for this study, the role of the nicchoku, had a significant effect on making classroom interaction learner-centred and authentic. Under the leadership of the nicchoku, other learners engaged in learning activities, while the teacher stepped aside to take a support role. The nicchoku altered the typical teacher-fronted classroom sequence of Initiation-Response-Feedback (IRF) and helped redistribute classroom turns more evenly among classroom members. The study suggests that interactions are important not only to learn language but also to build human relationships. Thus, if the course aims to build both language proficiency and a learning community, it is necessary to create a variety of interaction opportunities in the classroom so that learners can acquire interactional competence/social skills to build a good relationship in a target language in/outside of the classroom. The results of the SPOT show a significant improvement in the Japanese proficiency of all the learners in the revision course. In addition, the study described an acquisition process of the verb ??ogoru?? as an example. The learners encountered the expression, learned its linguistic structure, applied it to a variety of contexts to learn its usage, and used it as a means of self-expression. The process showed that using the linguistic structure as a means of self-expression occurred through, first, acquisition of the linguistic structure, second, exposure to appropriate applications including sociolinguistic aspects in a given context and, third, experiences of a variety of interactions though activities. Thus, all stages of classroom activities are necessary to help learners enhance their ability to use Japanese as a means of self-expression. These findings suggest the classroom can provide learners with opportunities to use Japanese as a means of self-expression if the roles and activities in the classroom are carefully designed to bring learners into learner-centred interaction sequences, which are both qualitatively and quantitatively different from the typical teacher-fronted IRF sequences. In addition, the study indicates that learning a foreign language and becoming a language user is a complex and dynamic process of learners participating in communities that are created, maintained, and changed by their members, the acquisition of linguistic structures and appropriate application to context, and individual learners?? personal attributes and experience.
12
Gilmore, Alexander. "Getting real in the language classroom : developing Japanese students' communicative competence with authentic materials". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11928/.
Pełny tekst źródłaStreszczenie:
The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopragmatic, strategic and discourse competences). Ninety-two 2nd year English major students, of similar proficiency levels, were assigned to either a control or experimental group for the period of the trial. The control group received input from two textbooks commonly used in Japanese universities, while the experimental group received input from authentic materials (films, documentaries, ‘reality shows’, TV comedies, web-based sources, home-produced video of native speakers, songs, novels and newspaper articles), designed to allow students to ‘notice’ features of the discourse which could help them develop some aspect of their communicative competence. The hypothesis was tested with a batch of eight pre/postcourse measures, designed to tap into different aspects of learners’ communicative competence or language skills: a) Listening; b) Pronunciation; c) ‘C’-Test; d) Grammar; e) Vocabulary; f) Discourse completion task (DCT); g) IELTS oral interview; h) Student-student role-play. These were supported with qualitative results from learners’ diaries, case-study interviews with subjects from both groups and transcripts of classroom interaction. Univariate analysis of the pre/post-course tests, using ANCOVA, indicated statistically significant differences between the two treatment groups, with the experimental group out-performing the control group in five of the eight communicative competence measures. The qualitative results of the trial helped to account for these differences in performance, suggesting that the authentic materials, and their associated tasks, allowed learners to notice a wider range of discourse features than those generally available in textbook input. They also indicated a clear preference in the experimental group for authentic materials over textbooks, suggesting that learners found them more interesting, varied and challenging, and better able to meet their perceived future language needs. Finally, the qualitative results demonstrated that, for learners, social goals often override instructional goals in the classroom, suggesting that classroom-based research benefits from both an emic and etic perspective in order to fully account for results.
13
Fujioka, Noriko. "The interrelationship of Japanese language learners' epistemological beliefs and learning styles with their perceptions of error treatment in the Japanese Language Classroom at the college level /". Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260987889.
Pełny tekst źródła
14
Effiong, Martins. "Factors influencing foreign language classroom anxiety : an investigation of English learners in four Japanese universities". Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367372/.
Pełny tekst źródłaStreszczenie:
Over the past three decades there has been increasing interest in foreign language classroom anxiety in both EFL and ESL settings. Many empirical studies have used a standardised tool to measure L2 anxiety in different contexts and findings have shown varying associations between L2 anxiety and learning outcomes. However, in EFL settings, the influence of cultural and contextual factors on L2 anxiety and L2 oral communication has not been extensively investigated. This thesis focuses on the nature of anxiety experienced by Japanese learners of English in higher education settings, and explores causative agents by looking into classroom pedagogic, social, cultural approaches without ignoring the impact of the nature of the institutions within which these occur. The research questions aim to explore how foreign language anxiety is influenced by institutional type, pedagogy, teacher and learner variables as well as classroom social factors. In addition, this research aims to explicate the cultural dimension of anxiety experienced in the Asian L2 context and how this affects the development of speaking skills. The study adopted both quantitative and qualitative data collection procedures. The field work took place over a period of four months in four Japanese universities scattered over three prefectures. Whereas one hundred and forty students took part in a survey using a Japanese version of the well-known FLCAS scale, qualitative data was obtained from observing the classes and interviewing twenty four student and four teacher participants. The findings of this study suggest that Asian EFL learners experience different dimensions of anxiety from those reported in generic literature. Additionally, trainee teachers were found to experience higher levels of anxiety than learners in other disciplines. Teaching approaches largely predicted anxiety in the different classrooms studied. Furthermore, the Japanese learners were notably more anxious than their Asian counterparts; an outcome that is explained by cultural differences between the Japanese and other Asians. Finally, other anxiety predictors that emerged from the study were the age of the teacher and their self-presentation, as evidenced in their dress code. The results indicate that while the domains of anxiety experienced by Asian EFL learners are dissimilar to those in other regions, particularly, the Japanese learners differ from other Asians in both their anxiety profile and approaches to acquiring L2 speaking skills.
15
McMeekin, Abigail L. "NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom". Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882961&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208804388&clientId=23440.
Pełny tekst źródła
16
Puthawala, Kayo. "Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484.
Pełny tekst źródła
17
Yoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.
Pełny tekst źródłaStreszczenie:
Teaching & LearningEd.D.
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Temple University--Theses
18
Matsubara, Katsuko. "Learner Attitudes Toward Studying English in a Rural Japanese University: Motivation, WTC, and Preferences for Instructional Activities". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/132708.
Pełny tekst źródłaStreszczenie:
CITE/Language ArtsEd.D.
This study is a multi-faceted analysis of the English learning motivation of one particular population: first-year non-English-major Japanese university students in a rural area of Japan. In addition to traditional motivation measures, measures of group dynamics thought to be relevant to classroom motivation and L2 Willingness to Communicate (WTC),which has recently caught interest both as an influence on and valued outcome of second language (L2) learning, were also included. The participants' English proficiency was measured with the Test of English for International Communication (TOEIC). The participants were 238 Economics and Management majors enrolled in required English courses. They completed a 44-item L2 motivation and preferences for instructional activities questionnaire, a 30-item L2 WTC questionnaire, and the TOEIC. A factor analysis was performed to determine the internal structure of the motivation and preferences for instructionl activities variables. A Rasch rating-scale analysis was conducted to estimate the strength of the components by calibrating person measures for each variable for this sample Motivational Intensity, Intergroup Approach Tendency, Necessity of English and Instrumental Orientation emerged as motivational components, and Group Cohesion, Preference for a Student-Centered Approach, Enjoyment of Group Activities, and Study Habit Preference emerged as preference for instructional activities components. To determine the effects of the motivational and preferences for instructional activities components on proficiency and L2 WTC, multiple regression analyses were performed. One motivation component (Motivational Intensity) and one preference for instructional activities component (Study Habit Preference) contributed to predicting proficiency. For L2 WTC, Intergroup Approach Tendency and Preference for a Student-Centered Approach were statistically significant predictors. Next, a profile analysis was conducted to determine the differences in motivational and preferences for instructional activities tendencies at low, medium, and high levels of proficiency and L2 WTC. No notable differences in profiles emerged for the three proficiency levels, but significant differences emberged among three levels of L2 WTC groups. Overall, the set of analyses provide an in-depth understanding of the motivation of university-aged Japanese learners of English in a rural area. Teachers of these and similar students can adapt their practices to match and expand the preferences of these learners, and researchers in the future can apply this research strategy to different populations.
Temple University--Theses
19
Yamazaki, Kasumi. "Improving Orthographical Errors in Kanji: Integrating Calligraphy Methods into the JFL Classroom". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302120358.
Pełny tekst źródła
20
Mehring, Jeffrey Gerald. "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680237.
Pełny tekst źródłaStreszczenie:
Recently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Japanese EFL university students at Iwate University enrolled in a course taught using the flipped classroom model. This study will focus on the students' impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom.
21
Katayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.
Pełny tekst źródłaStreszczenie:
Correction of oral errors in foreign or second language classrooms has been an issue of great concern. Although the literature on error correction is abundant, the studies on student reaction to this pedagogical practice are few. This study investigated the preferences for correction of classroom oral errors among university students of English in Japan. Data were collected from anonymous questionnaires. The study examined the students' attitudes toward the views about correction of oral errors which have been controversial among foreign and second language educators. The study also investigated the students' preferences for correction of different types of oral errors (e.g., grammatical errors) and particular types of correction as well. The results showed that the students had a strong positive agreement regarding teacher correction of oral errors. They showed a tendency toward agreement concerning peer correction, and a slight tendency toward agreement regarding selective error correction. Concerning overcorrection of errors, they showed a tendency toward disagreement. There was no significant difference among the different levels of oral English proficiency. The students had positive attitudes toward the correction of all five types of errors listed in the questionnaire: grammatical errors, phonological errors, and errors regarding vocabulary, pragmatics, and discourse. Pragmatic errors received the strongest preference. A significant difference among the proficiency levels was observed in only preference for correction of discourse errors. Preferred methods of error correction were: 1) the teacher gives the student a hint which might enable the student to notice the error and selfcorrect, 2) the teacher explains why the response is incorrect, 3) the teacher points out the error, and provides the correct response, and 4) the teacher presents the correct response or part of the response. The methods disliked were: 1) the teacher ignores the student's errors and 2) the teacher repeats the original question asked of the student. A significant difference among the groups was observed in preference for only one error correction method: the teacher presents the correct response or part of the response.
22
Clayton, John. "The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.
Pełny tekst źródła
23
Sampson, Richard James. "Classroom Application of the L2 Motivational Self System – A Complex Systems Theory Approach". Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365925.
Pełny tekst źródłaStreszczenie:
It is well documented that Japanese students of English as a foreign language (EFL) often struggle to find meaning in their learning. In a field dominated by quantitative studies on motivation and demotivation, few studies have examined how strategies that connect learning to self-concept might have positive effects on motivation from students’ perspectives. Similarly, whilst many recent studies have explored the L2 Motivational Self System, a notion of language learner motivation built around the interaction between learners’ self-concepts and the environment (Dörnyei, 2009a), few have focused on the application of this model to improving educators’ understanding of the classroom learning experience and improving its quality.
This research approaches the study of classroom EFL learner motivation from a complex systems perspective. Working from the lived experience of the participants, it uses action research methods to explore the dynamic conditions operating in the foreign language classroom. Complex systems theory is used as a lens through which to examine the interplay between learner-internal and -external elements and their effects on motivation. Drawing on contemporary psychological research into the use of possible selves as a powerful motivational tool, this study investigates the ways classroom environments involving activities that connect learning to future self might encourage students to articulate the complex conditions affecting their motivation to learn English.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
24
Gyogi, Eiko. "Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students". Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23803/.
Pełny tekst źródła
25
Kanao, Yuriko. "The roles of the community-based Japanese as a Second Language classroom, the creation of the co-learning space to make a change". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ53401.pdf.
Pełny tekst źródła
26
Robson, Graham George. "A MODEL OF SITUATIONAL CONSTRUCTS ACCOUNTING FOR WILLINGNESS TO COMMUNICATE AT A JAPANESE UNIVERSITY". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/362956.
Pełny tekst źródłaStreszczenie:
Language ArtsEd.D.
Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies recognize this and have, thus, not employed situational measurements of WTC. After a thorough review of WTC literature, 13 pertinent constructs were modified to reflect the situation in the foreign language classroom. These were related to constructs of the classroom, beliefs about communication; self-determined motivation; self-perceived competence; communication anxiety and willingness to communicate. A preliminary study employing exploratory factor analysis and Rasch analysis, followed by a main study conducted with and confirmatory factor analysis and Rasch analysis were undertaken with first- and second-year Japanese university students. The factor analysis was used to investigate the underlying structures of the factors and the Rasch analysis was used to determine fit, category functioning and dimensionality. Nine reliable and unidimensional factors were brought forward from the main study, which were Classroom Efficacy Factor and Classroom Affective Factor as the two classroom factors; Intrinsic Motivation for Communication, Introjected Regulation for Communication and External Regulation for Communication as the three self-determined motivation constructs, and finally, Self-Perceived Competence, Communicative Anxiety and Willingness to Communicate split in two subconstructs of pair/work and whole class activities. The second half the study was the formulation of a structural equation model using the above constructs to predict situational WTC. The model also included an often under-utilized resource, the teacher, who assessed the learners’ actual communication to identify if WTC leads to language use. All the fit indices in the final model (N = 376) were good, and the model included three additional paths. The model indicated that classroom constructs led to motivation and self-perceived competence, which predicted confidence. Motivation led directly to WTC and indirectly to WTC through confidence. Lastly, WTC predicted actual communication. The constructs in this study can be applied in other studies of situational WTC. This study helps to both expand our understanding of constructs affecting situational WTC and actual communication, and provides more validity to the construct of situational WTC. It also reaffirms the importance of what happens in the classroom, which is main arena for communication in the EFL setting.
Temple University--Theses
27
Yamazaki, Kasumi. "Learning to Communicate in a Virtual World: The Case of a JFL Classroom". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430389814.
Pełny tekst źródła
28
Miyafusa, Sumiko. "Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University". View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371592.
Pełny tekst źródła
29
Ehara, Kazuhiro. "The effects of types of question on EFL learners' reading comprehension scores". Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/9330.
Pełny tekst źródłaStreszczenie:
CITE/Language ArtsEd.D.
Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior high school students (N = 69) were classified into three different proficiency groups. One group received instruction emphasizing TE questions while the other received instruction emphasizing IF questions. TE questions are text-bound questions whose answers are locally and explicitly stated in the text. In contrast, IF questions are more knowledge-bound questions whose answers largely depend on readers' cognitive resources, such as relevant linguistic knowledge, background knowledge, world knowledge or context. The different treatments lasted five months. The results were statistically analyzed. The study revealed a significant task effect for reading questions on Japanese EFL learners' reading. Although one type of instruction did not have a significantly better effect than the other, the large between-groups gain gap seems to imply that instruction emphasizing IF questions might facilitate text comprehension more. The study also found that the participants who received instruction emphasizing IF questions benefited from their instruction regardless of proficiency level. With regard to instruction emphasizing TE questions, the higher proficiency participants benefited significantly more from their instruction than the lower proficiency students. The study suggests that reading teachers should use a task-based teaching method with reading questions. If the use of reading questions is already a part of reading teachers' methodology, they should include not only commonly used textually explicit reading questions but also inferential ones. The study suggests that implementing these changes might help break the cycle of translation-bound reading instruction with its overemphasis on lower-level processing, and might lead students to read texts in a more meaningful, interactive way.
Temple University--Theses
30
Batt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.
Pełny tekst źródłaStreszczenie:
The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition.
The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated.
The aim of this study is articulated through the research questions:
1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode?
2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition?
The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated.
Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings.
The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons.
Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments.
The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request.
Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2.
The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites.
Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition.
This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together.
Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.
31
Satō, Tetsuya. "Learner interaction during pair communication activities in university Japanese as a foreign language classrooms /". view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
Pełny tekst źródłaStreszczenie:
Thesis (M.A.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 162-167). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
32
Yamashiroya, So. "Autonomia na aprendizagem da língua japonesa além da sala de aula: um estudo de caso de estudantes universitários na cidade de São Paulo". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-134911/.
Pełny tekst źródłaStreszczenie:
Esta dissertação tem como objetivo investigar a aprendizagem de estudantes universitários de japonês como língua estrangeira (JLE) e sua autonomia fora da sala de aula no contexto da cidade de São Paulo. Levando em consideração que a aprendizagem de língua tem o caráter contínuo ao longo da vida, o aprendiz precisa desenvolver a capacidade de dirigir seu estudo por conta própria, ou seja, autonomia. Enquanto essa concepção indica um atributo do aprendiz, sua prática pode ser restrita por fatores externos como o ambiente e a relação com outras pessoas. A fim de pôr qualquer ação em prática que visa à promoção da autonomia do aprendiz, faz-se necessário reconhecer formas e ambientes reais em que a aprendizagem se concretiza. No geral, o aprendiz tende a realizar atividades com sua língua-alvo fora da sala de aula por sua iniciativa, e para desenvolver sua proficiência nesse contexto, ele precisa gerenciar seu estudo. Partindo-se dessa perspectiva, fora da sala de aula é uma situação em que permite observar a autonomia do aprendiz uma vez que há certo grau de liberdade de dirigir sua aprendizagem. A pesquisa teve a natureza qualitativa com dados qualitativos e quantitativos, e configurou-se como estudo de caso. Os participantes foram trinta estudantes no total, de uma disciplina da língua japonesa (LJ) de nível básico do curso de habilitação na língua de uma instituição de ensino superior, localizada na cidade de São Paulo. Para a coleta de dados, foram utilizados instrumentos; observação de aulas, questionário para todos os estudantes, entrevista para sete estudantes e diário de estudo para três estudantes. Para a análise, os dados foram identificados, descritos e interpretados. Os resultados apontam que os estudantes desenvolviam várias atividades utilizando a LJ além da sala de aula por sua iniciativa, principalmente as receptivas no domínio pessoal. Na maioria das atividades de interação, amigos e colegas de estudo foram interlocutores. Apesar da ampla disponibilidade de recursos para a aprendizagem da LJ na cidade graças à imigração japonesa e ao intercâmbio econômico e comercial com o Japão, os estudantes tenderam a utilizar recursos e meios digitais como sites da internet, redes sociais e chat. Embora muitas atividades fossem realizadas principalmente pelo interesse cultural, alguns alunos tentaram compreender o conhecimento obtido durante aulas, aplicando-o nas atividades fora do contexto da instituição educacional intencionalmente. Verificou-se também o esforço de uma estudante para procurar oportunidades de interagir com falantes da LJ no domínio público e profissional.This thesis aims at investigating the learning of undergraduate students of Japanese as foreign language and their autonomy beyond the classroom in the city of São Paulo. Considering that language learning is a lifelong activity, a learner needs to develop the capacity to direct your study on your own, namely, autonomy. While this concept indicates an learner\'s attribute, its practice can be restricted by external factors such as his environment and relationship with other people. In order to put into practice any action in pursuit of this capacity, it is essential to comprehend real forms and environments in which learning occurs. Generally speaking, the learner tends to realize activities using his target language outside the classroom taking his initiative, and so as to develop his proficiency in this context, he needs to administrate his study under his own direction. From this perspective, it can be said that it is a situation in which allows us to observe the learner autonomy because there is a certain degree of freedom to direct his own study. This research was qualitative treating both qualitative and quantitative data, and its approach was case study. The participants were thirty undergraduate students in total of a Japanese language basic level subject of the language course in the city of São Paulo. For the data collection, the instruments such as classroom observation, questionnaire for thirty students, interview for seven students and learning diary for three students were employed, and for the analysis, the data was identified, described and interpreted. The results point out that the students developed various activities using Japanese beyond the classroom, especially that of reception in the personal domain. In many cases of interaction, friends and classmates were their interlocutors. Regardless of wide range of variety of resources available to Japanese language learning in the city due to the Japanese immigration to Brazil and economic relationship with Japan, these students tended to use digital resources and medias such as internet sites, social networking services and chat. Although most activities were held primarily because of their interest in Japanese culture, some participants sought to comprehend the linguistic knowledge acquired in the classroom, using it in those out-of-classroom activities. Among the student\'s attempts to use the language, it was observed that a student looked for opportunities to interact with Japanese speakers even in the public and professional domains.
33
Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.
Pełny tekst źródłaStreszczenie:
CITE/Language ArtsEd.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
34
McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
Pełny tekst źródłaStreszczenie:
Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.
35
Allen, Kathryn M. "Learning strategies for kanji and reading skills in UK Japanese classrooms". Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322925.
Pełny tekst źródła
36
Moriyoshi, Norie. "Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?" Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97218.
Pełny tekst źródłaStreszczenie:
This study examined the ways in which CBI classes are taught, including teachers' comprehensible input, the amount of student output, and the perceptions of both students and teachers regarding CBI. Two intact postsecondary CBI classes in Japan, totaling 76 students and two native English-speaking teachers, were observed and video recorded over 7.5 hours. In order to better comprehend reasons for their behavior and decision-making in class, all participants completed questionnaires and teachers were interviewed on the final day of classroomobservation.Classroom observational data revealed that students had limited output practice, owing arguably to multiple factors identified in this thesis. Descriptive analyses revealed that teachers provided extensive comprehensible input to students, focusing exclusively on course content rather than grammatical teaching, especially on vocabulary whose meaning was conveyed through repetition and gestures. Regarding perceptions of CBI, both teachers and students perceived CBI classes to be effective for improving listening skills and content knowledge.Cette étude examine les façons dont les cours CBI (content-based instruction) sont donnés en analysant le "comprehensible input" des enseignants, le taux de production orale des élèves, et les perceptions des élèves et enseignants envers les cours CBI. Deux classes de CBI au niveau post-secondaire au Japon comprenant 76 étudiants et deux enseignants anglais-langue-maternelle ont été observé et enregistré sur vidéo pendant 7.5 heures. Chaque participant a complété un questionnaire et chaque enseignant a passé une entrevue afin de mieux comprendre les motivations de leur comportement et leurs décisions en classe. Les données observées en classe ont démontré que la pratique orale des élèves était limitée : les raisons pour laquelle sera identifiés dans ce texte. Des analyses descriptives démontre que les enseignants ont fourni aux élèves une quantité importante de "comprehensible input", et que l'objectif du cours était uniquement le contenu - surtout le vocabulaire - plutôt que la grammaire. Le sens du vocabulaire était exprimé par répétition et par les gestes chez les professeurs. En ce qui concerne les perceptions de CBI, les enseignants ainsi que les élèves ont considéré les cours de CBI très efficace : les compétences d'écoute ainsi que la connaissance du contenu ont été améliorés.
37
Tatsumoto, Mika. "Perceived effects of peer cooperation on motivation in the Japanese university EFL classroom". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1758/.
Pełny tekst źródłaStreszczenie:
The main aim of this study was to explore whether or not low achievers in EFL at a Japanese university perceive peer cooperation in cooperative learning contexts to be effective in improving their levels of expectancy, motivation and ultimate attainment in the L2. The main findings in this study pertain to the relationship between peer cooperation and L2 classroom motivation. The relationship involved several perceived routes which mainly indicated that the learners felt that peer cooperation had had a positive influence on their levels of motivation. The perceived routes linking peer cooperation to motivation can be roughly divided into two types; 1) the two routes which were mainly focused on in this study: through expectancy alone or a combination of levels of English and expectancy; and 2) other routes identified during the course of the study: through group cohesion and/or cohesion-generated factors (a sense of responsibility for their peers and having fun in class) or through factors related to status ordering or hierarchy among students (feelings of superiority/inferiority to their peers).
38
Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
Pełny tekst źródłaStreszczenie:
This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).The findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
39
Stroud, Robert. "A task-based language teaching approach to group discussions in Japanese university classrooms : an empirical study of goal-setting and feedback". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8311/.
Pełny tekst źródłaStreszczenie:
This thesis draws on a classroom-based empirical study to explore the actual effects that Task-Based Language Teaching (TBLT) has on students’ performance, when applied to group discussions, and the impacts that different forms of Goal-Setting and Feedback (GSF) have on their learning. In doing so, it challenges the assumptions in the research literature that TBLT will necessarily improve multiple aspects of performance within group discussions with low-level students, and reveals that applying GSF can lead to very different outcomes. A longitudinal mixed-method approach was adopted using surveys and peer-interviews with 10 teachers, and observations, surveys and peer-interviews with 132 low-level students in a Japanese university. Students used product or process GSF alongside TBLT group discussions across a semester. Findings showed improvements in fluency and accuracy, positive feelings towards learning, and larger improvements for lower performers. Furthermore, product and process goals influenced students' focus differently in terms of individual performance, collaboration and discussion outcome. These findings create a clearer picture of the impact of TBLT, when applied to group discussions, and show how students' focus within learning can be greatly influenced by task goals. Resultant recommendations for course design, student and teacher training, and implementation of TBLT and GSF are given.
40
Bouchard, Jeremie. "Interrogating the presence and importance of the Nihonjinron discourse in Japanese Junior High School EFL classrooms". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6633/.
Pełny tekst źródłaStreszczenie:
This Modular PhD research project investigates the relationship between \(nihonjinron\) and EFL classroom practices in Japanese junior high schools. Its overarching concerns are Can traces of \(nihonjinron\) be found in the body of data gathered for this module? and How important are these traces to observed EFL practices? By adopting a social realist approach to critical social research, attention is brought to agentive processes – as revealed through ethnographic means of inquiry – in the study of ideological discourse. In the process, the gaps and contradictions between what people say and what they do emerge as important research concerns, and as points of interest in the analysis of the complex links between structural and agentive processes shaping Japanese EFL education in secondary schools. Analysis of the data collected for this module reveals that the presence of \(nihonjinron\) in, and its importance to, observed EFL practices is marginal.
41
Nakamura, Emy Jane. "Language use in the Japanese as a foreign language classroom". Thesis, 2005. http://hdl.handle.net/2429/16365.
Pełny tekst źródłaStreszczenie:
This study examined target language (TL) and first language (LI) use in an
intermediate level Japanese-as-a-foreign-language (JFL) context at a Western Canadian
University (WCU). The ratio of TL and LI use by students and their instructors
(including instructors' perceived use) and the purposes for which they used the TL and
code-switching were investigated to understand how mixed-language use can provide
scaffolding for Japanese learners, thus enhancing their second language (L2) learning
experiences.
The participants in this study included two focal instructors, six non-focal
instructors and 45 students. Six of the instructors were native Japanese speakers, while
the other two were Chinese and Tagalog speakers. Forty of the students had Chinese
backgrounds, two were Korean, 1 had a Japanese background, and three came from
Anglophone, non-Asian ethnic backgrounds. The study was conducted over a three-month
period in an intermediate-level JFL class focusing on conversation and
composition. The class met four times a week (50 minutes each class) for thirteen weeks.
A qualitative approach was employed, and data were collected through: (a)
regular classroom observations and researcher field notes; (b) semi-structured interviews;
(c) audio-recorded classroom lectures; and (d) audio-recorded pair work sessions. Data
analysis followed Stake's (1981) suggestion of coding whole episodes, interviews, or
documents and then classifying them according to salient themes that recur.
The findings revealed that language use in such multilingual language classrooms
is a complex and dynamic process that changes across interlocutors, task-type and task
complexity. Both instructors and students used the TL and LI (and additional languages,
especially Mandarin or Cantonese) for multiple purposes during teacher-led and
collaborative pairwork tasks. The prevalence of code-switching suggests that drawing on
a combination of languages provided scaffolding for students, which increased
opportunities for receiving and processing TL input. In addition, issues concerning
Chinese, ESL and heritage language learners in the JFL classroom and their linguistic
needs and preferences are discussed, along with some pedagogical implications.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
42
Iwai, Tsuneko. "Learning language in cooperatively structured groups in a first-year level university classroom : a case study of Japanese as a foreign language". 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80082&T=F.
Pełny tekst źródła
43
Allemand, Carolyn Sue. "A rationale and suggestions for including sound symbolic expressive vocabulary in university-level Japanese language classroom instruction". Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116250.
Pełny tekst źródła
44
Yo, Takahashi, i 高橋燁. "The study of the medium of instruction for Japanese learners in Chinese language classroom". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21232959135166006614.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
華語文教學研究所
98
Medium of instruction, as an important parameter in foreign language teaching refers to the language used by teachers in language teaching classroom. Different teaching methods used in different environments hold different ideas on how to use instructional media. This study investigates the medium of instruction in Chinese language education in Japan. First of all, the author studies how Chinese teachers’ use of target language, mother tongue or both languages as the medium of instruction in Chinese language classrooms affects the style of teaching, the ways of correction and explanation of basic rules and their causes. Next, the author studied the ideas and opinion of Japanese students on the teachers’ use of instructional media, and the learning effectiveness of using Chinese or Japanese as medium of instruction for Japanese students studying the Chinese language. In this research, the study methods employed were mainly questionnaire and classroom observation. The questionnaires were administered to Chinese language teachers and Japanese learners, and classroom observation was done at Japanese schools and in Chinese language classrooms in various foreign language institutions. The results of these studies were used to do a comparative analysis of instructional media. This thesis is divided into five chapters. The initial three chapters explain the motivation for the study and its purpose, investigate prior research and analyze and categorize the research methods. In chapter 4, there are separate two parts. The first analyzes the results of the two questionnaires from Japanese students and Chinese teachers to find the differences between the two. The results were totaled as to their ideas about using Chinese or Japanese as the medium of instruction, the situation in which each medium of instruction was used by Chinese language teachers, the way teachers used a medium of instruction when the student committed an error, the students’ satisfaction with the teachers choice of medium of instruction, and their understanding of the course material. The second part is actual classroom observation of the three different types of classes, and in-depth interviews and recordings of classroom recording used as reference data. In Chapter 5, the conclusions and results are presented. The teachers were clearly in favor of the use of a certain amount of Japanese as the medium of instruction dependent on different learning level, different learning tasks, and different content. From Japanese students’ point of view, it was apparent that the use of Japanese as the medium of instruction was felt to be necessary. Finally, in response to the question of what is the appropriate instructional language usage to bring about effective acquisition of Chinese, the author puts forward several key ideas and concrete suggestions for Chinese language teaching and learning.
45
HSU, TSEHSI, i 許澤曦. "The Comparison of Japanese Language Anxiety for the Japanese Learners of Taiwanese Between the Status of “In the Japanese classroom” and ”Outside the Japanese classroom”―The Students from the First to the Fourth Grades of T-University by way of Illustrations ―". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/47h46k.
Pełny tekst źródłaStreszczenie:
碩士東吳大學
日本語文學系
107
Most of the early foreign language anxiety studies were in the Europe and the U.S.. The relevant studies in Asia appeared in the late 1990s. Motoda Shizuka’s study showed the foreign language anxiety can be divided into two type. One type is the anxiety in the classroom-teaching and learning situation. The other is the anxiety outside the classroom. Motoda Shizuka pointed out that the mechanism for causing these two kinds of anxiety is not complete the same. In this study, the Chinese translation version of the Japanese Language Anxiety Scale (JLAS) is used as the basis for the degree of anxiety, and the student grade is used as the boundary of the learning hours. The study result showed the anxiety in the classroom of the students of the third grade is higher than the students of the first grade. In addition, study result also found some items presenting five high-anxiety-level situations that cause anxiety in the classroom and outside the classroom have a high degree of overlapping consistency between the students of all the four grades of T-University.
46
Hoshi, Saori. "Impact of scaffolding on L2 learning in the zone of proximal development : collaborative interaction in a Japanese language classroom". Thesis, 2007. http://hdl.handle.net/10125/20515.
Pełny tekst źródła
47
Kitano, Kazu. "Anxiety in the college Japanese language classroom its relationship to self-perceived ability, fear of negative evaluation, and other characteristics of individuals /". 1998. http://catalog.hathitrust.org/api/volumes/oclc/41287403.html.
Pełny tekst źródłaStreszczenie:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1998.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 263-270).
48
Yabuki-Soh, Noriko. "Investigating the role of form-focused instruction in Japanese as a foreign language classrooms : a study of relative clause acquisition /". 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510586&T=F.
Pełny tekst źródła
49
Mito, Kazuko. "The integration of culture and language learning by using cross-cultural stories in Japanese language classrooms". Thesis, 1996. http://hdl.handle.net/2429/4410.
Pełny tekst źródłaStreszczenie:
This thesis examines processor architectures for Synthetic Aperture Radar (SAR). SAR is a remote sensing
technique that requires large amounts of computation and memory to form images. Processor architectures
are sought that exhibit high performance, are scalable, are flexible, and are cost effective to develop and
build. Performance is taken to be the primary figure of merit.
The three facets of systems design, namely algorithm, technology, and architecture, are each examined in
the process of finding the best architecture implementations. The examination of the algorithms is begun
by reviewing SAR processing theory with the intent of summarizing the background for typical SAR processor
performance requirements. A representative set of SAR algorithms is analyzed to determine and
compare their computational requirements and to characterize them in terms of basic digital signal
processing (DSP) operation types. The algorithm partitioning options for parallel processing are classified
and compared.
The area of technology is addressed by surveying computing technologies that are relevant to SAR
processing. The technologies considered cover computational devices, memory devices and interconnections.
The knowledge of SAR algorithms and computing technology are then combined to study design considerations
for the memory and interconnection subsystems of SAR processors. The requirement for two
dimensional access to large data arrays is found to be the main complicating factor in memory design. The
judicious use of wide data path widths, caches, interleaving and fast memory is discussed as a solution to
the memory latency problem. The applicability of the most commonly used interconnection networks is
examined. Buses, meshes, and crossbars are all found to be effective in certain situations.
A classification of architectural approaches adapted to describe current and future SAR processors is used
as the framework for the architecture selection. Feasible implementations of the architectural approaches
are identified and their suitability for SAR is analyzed. Three approaches are identified as the most promising:
networks of workstations, DSP chips, and field programmable gate arrays (FPGAs). A detailed examination
is made of these three approaches. Four variations of the DSP approach are considered: general
purpose DSPs, vector DSPs, a proposed optimised DSP, and digital filter devices. Each approach offers a
different trade-off between performance and flexibility. The most cost effective architectures approaches
are found to be those based on general purpose or vector DSPs. An original heterogeneous design is presented
that combines the strengths of these two approaches.
50
(6622937), Tatsushi Fukunaga. "L2 Writing Development in Intermediate College-Level Japanese-as-a-Foreign-Language Classrooms". Thesis, 2019.
Znajdź pełny tekst źródłaStreszczenie:
Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.
First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).
Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.
Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.