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Thematische Bibliographien / Japanese Teacher of English / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Japanese Teacher of English“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Moritani, Hiroshi, and Chiaki Iwai. "Role Identities of Japanese Teachers of English at Japanese Universities." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 50. http://dx.doi.org/10.37546/jaltpcp2018-07.

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As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) profession

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Cripps, Tony, Takao Imai, and Sean Toland. "Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers." Proceedings of The World Conference on Research in Teaching and Education 2, no. 1 (2023): 45–55. http://dx.doi.org/10.33422/worldte.v2i1.90.

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This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they w

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Toya, Mitsuyo. "Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison." Impact 2020, no. 9 (2020): 35–37. http://dx.doi.org/10.21820/23987073.2020.9.35.

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Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increa

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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recrui

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Ito, Yukiko. "The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL." English Language Teaching 12, no. 11 (2019): 42. http://dx.doi.org/10.5539/elt.v12n11p42.

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This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students&rsquo; class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher&rsquo;s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessar

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Omote, Akihiro. "Teacher Self-Efficacy and Instructional Speech: How Teachers Behave Efficaciously in the EFL Classroom." JALT Journal 39, no. 2 (2017): 89. http://dx.doi.org/10.37546/jaltjj39.2-1.

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In this paper, I explore teachers’ self-efficacy and their instructional speech (in Japanese and English) in EFL classrooms in Japan. Mixed methods provided the framework for a questionnaire to 108 teachers followed by interviews with 6 teachers. The survey revealed a common perception that Japanese instructional speech is overused and a perceived conflict between the use of English and Japanese speech, but the interviews found that self-efficacy played a central role in a complex sociocognitive process to optimize efficacy due to distinct qualities of English and Japanese speech. Teacher self

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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.

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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JT

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Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

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9

White, Jeremy, Brett Morgan, and Bjorn Fuisting. "Peer review in EFL writing: Teacher attitudes." Perspectives 22, no. 2 (2014): 20–27. https://doi.org/10.5281/zenodo.583813.

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This mixed-method study investigates 41 instructors’ attitudes and experiences regarding peer review in English as a foreign language (EFL) writing at a Japanese university. Peer review is a strategy many writing teachers try to administer, believing students benefit from the process of becoming involved in their own and other students’ learning. For this research, 26 foreign and 15 Japanese English instructors completed a survey designed to discover teachers’ views towards peer review activities and their classroom experiences with them. Quantitative and qualitative results showed that instru

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Koizumi, Rie, Makoto Fukuzawa, and Chihiro Inoue. "Usability of a speaking assessment portal for Japanese teachers of English." TEVAL - Shiken: A Journal of Language Testing and Evaluation in Japan 28, no. 1 (2024): 19–37. http://dx.doi.org/10.37546/jaltsig.teval28.1-2.

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Against a backdrop of insufficient training for pre-service and in-service teachers, as well as limited access to materials and resources related to speaking assessment (SA), this study reports on the development and usability of an SA Portal, drawing upon the perceptions of teachers who used the website. The Portal is intended for Japanese senior high school teachers of English as a way to equip them with a wider range of relevant resources. It includes tips for conducting speaking tests; SA examples and explanations, including tasks, rubrics, and videos; and useful websites and resource. The

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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia." Journal of Immersion and Content-Based Language Education 7, no. 2 (2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.

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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that

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Gorsuch, Greta. "Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities." education policy analysis archives 9 (March 27, 2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.

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In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japa

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Suemori, Saki. "English Teacher Motivation and Students’ Perspectives in Japanese Secondary Schools." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (2022): 108. http://dx.doi.org/10.37546/jaltpcp2021-13.

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An important finding in motivation research is that teachers greatly influence students (e.g., Kikuchi & Sakai, 2016). As studies focusing on language teacher psychology have increased (e.g., Haukås & Mercer, 2021), more have examined teacher motivation, including what motivates and demotivates teachers (e.g., Kassabgy et al., 2001). However, these studies have focused on the teachers’ perspectives, and few have examined how teachers interact with students in the classroom. This study fills this gap through semi-structured interviews with teachers, classroom observations, and focus gro

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Chen, Junyuan. "Narratives to identities: Japanese graduate teaching assistants as language teachers." Journal of Language and Cultural Education 11, no. 2 (2023): 1–12. http://dx.doi.org/10.2478/jolace-2023-0010.

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Abstract The present study explores Japanese student teachers’ identity construction and transition with focuses on contexts both inside and outside the classroom in the online environment during the COVID-19 pandemic. By integrating language teacher identities as a complex and dynamic entirety rather than detached pieces, this qualitative research study utilizes both narrative inquiry and positioning analysis to examine four Japanese student teacher identities through both discursive construction in discourse and momentary behavior in talk-in-interaction. The data collected from the surveys,

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Crosby, Adam. "FOSTERING ENGAGEMENT THROUGH IMAGINED IDENTITIES: EXPLORING THE ROLE OF ASPIRATIONAL GOALS IN JAPANESE UNIVERSITY STUDENTS' PARTICIPATION IN ENGLISH LANGUAGE CLASSROOMS." International Journal of Language, Linguistics, Literature and Culture 04, no. 01 (2025): 95–103. https://doi.org/10.59009/ijlllc.2025.0102.

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This study explores the role of imagined identities in shaping the engagement and participation of Japanese university students in English language classrooms. Despite a common perception that Japanese students' silence in class indicates disinterest or lack of participation, the research suggests that such silence may stem from cultural tendencies rather than disengagement. Through qualitative interviews with experienced English teachers, the study reveals that students who have clear, aspirational goals—such as becoming an English teacher, studying abroad, or using English in a professional

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Toland, Sean Henry, and Tony Cripps. "Reflections from a Blended Professional Learning Network for Japanese Teachers of English." Electronic Journal of Foreign Language Teaching 21, no. 2 (2024): 235–57. https://doi.org/10.56040/shtc2124.

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Over the years, the problematic issue of teacher isolationism has been well documented by researchers. In the Japanese public school system, many English as an international language (EIL) educators find teaching to be a lonely and frustrating endeavour as they have limited interactions with colleagues and face increasing job demands. This paper highlights a research project that aims to provide Japanese junior and senior high school EIL teachers with emotional and practical support. The pedagogical strategies and lesson ideas that are dis-cussed in this paper emerged during a series of intera

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Chindemi, Gregory Paul. "Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.

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Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of workin

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Dowdle, Brian C. "The Generalist’s Dilemma: How Accidental Language Teachers Are at the Center of Japanese Pedagogy." Japanese Language and Literature 54, no. 2 (2020): 383–89. http://dx.doi.org/10.5195/jll.2020.136.

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This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship t

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Donegan, Robert. "Process Drama and Teacher in Role in ELT." JALT PIE SIG: Mask and Gavel 8, no. 1 (2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching b

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Hiratsuka, Takaaki. "A Study into the Pyramid Discussion Approach with Pre-Service English Teachers in Japan." Indonesian TESOL Journal 3, no. 2 (2021): 88–102. http://dx.doi.org/10.24256/itj.v3i2.1967.

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The main concern of this article is the nature and the role of an EFL classroom speaking activity, known as pyramid discussion, whereby learners progressively form larger groups as they carry out a series of discussions on certain topics. This research interest stemmed from my personal experiences as an English language teacher in the context of Japan in which the majority of the teachers still regard the act of teaching English as the presentation of compartmentalized knowledge, as opposed to the promotion of communicative abilities. In this article, I introduce an action research study into

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Yamada, Mieko. "Evaluation of an EFL Teacher Training Program in Japan." Journal of Applied Social Science 12, no. 1 (2018): 25–45. http://dx.doi.org/10.1177/1936724418755420.

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This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This

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Hiratsuka, Takaaki. "Transformational Experience during Study Abroad: The Case of a Japanese Pre-service Teacher." Mextesol Journal 46, no. 4 (2023): 1–9. http://dx.doi.org/10.61871/mj.v46n4-2.

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Although there is a growing recognition of the importance of pre-service teachers’ experiences abroad, scant research attention has been paid to the lived study-abroad experiences of pre-service language teachers of English in non-Western countries. It is vital to shed light on the experiences of this particular group of teachers because of their linguistic and cultural particularities (i.e., non-native speakers of English from the non-Western world) and the characteristics of their future students (i.e., largely monolingual and monocultural) differ notably from those of their counterparts in

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Duppenthaler, Peter. "Gaijin." English Today 5, no. 3 (1989): 30–35. http://dx.doi.org/10.1017/s0266078400004144.

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Mayumi, Kayoko, and Julia Hüttner. "Changing beliefs on English: study abroad for teacher development." ELT Journal 74, no. 3 (2020): 268–76. http://dx.doi.org/10.1093/elt/ccaa020.

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Abstract Many teachers of English aspire to study in anglophone countries, especially at postgraduate level, as a means to support their own professional development. While the overt interest lies in acquiring cutting-edge theories in ELT to improve their classroom practices, a sojourn abroad is also valued as a cultural and linguistic immersion in the English language. Within the vibrant research scene of study abroad, comparatively little is known about the effect of studying abroad on older participants. This study addresses mature teachers as students abroad and focuses on the challenges a

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Murray, Adam. "Teacher burnout in Japanese higher education." Language Teacher 37, no. 4 (2013): 51. http://dx.doi.org/10.37546/jalttlt37.4-7.

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In this brief paper, teacher burnout in Japanese higher education is described. In particular, faculty burnout, work-related stressors, and career fit are described. A case of a typical full-time contract English teacher is used to illustrate burnout within the current Japanese higher education context. The paper concludes with a number of practical suggestions for both contract teachers and university leadership. 本論では、日本の高等教育における教員の燃え尽き（バーンアウト）について考察する。特に、大学教員のバーンアウト、仕事関連のストレスの要因、そして職業への適合について論じる。典型的な専任契約教員の例を用いて、高等教育の現場における教員のバーンアウトについて詳述する。結論では、契約教員及び大学首脳部に対していくつかの実践的な提案を行う。

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Shachter, Jonathan. "Tracking foreign language teacher emotional reactions to student silence: An autoethnographic case study in Japan." Journal of Silence Studies in Education 2, no. 2 (2023): 82–101. http://dx.doi.org/10.31763/jsse.v2i2.68.

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While much has been researched regarding English language learner (ELL) perspectives on silence and pedagogical implications, the longitudinal negative effects of ELL silence on foreign language (FL) teachers is an under researched area of study. When considering that (a) Japanese FL classrooms are known to have high levels of silence as compared to the West, (b) FL teachers generally have a negative bias towards student silence, and (c) the fact that FL teacher attrition rates worldwide are reported to be increasing; this is a surprising gap in the field. Using dynamic systems theory, Bronfen

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Ahmadi, Mohammad Hadi. "Investigating Characteristics of a Dialogic Discourse Pattern in Japanese Academic English Classrooms." International Journal of English Linguistics 7, no. 1 (2017): 25. http://dx.doi.org/10.5539/ijel.v7n1p25.

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This article investigates the dialogic aspects of discourse in English for Academic Purposes (EAP) classrooms. A more dialogic pattern of classroom discourse indicates that many participants, for example, students as well as the teacher, are involved in generating the whole classroom discourse. For the purpose of determining the level of dialogicality in academic English classes, twenty four lessons of four different teachers were audio- and video-recorded for an entire academic year. The classroom discourse was transcribed and the level of dialogicality was coded based on principles suggested

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Chinda, Bordin, and Don Hinkelman. "Teacher Cognition of EFL Assessment: A Case Study of Professional Development on Performance-based Language Assessment in Japan." rEFLections 30, no. 3 (2023): 757–75. http://dx.doi.org/10.61508/refl.v30i3.268136.

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This qualitative study, conducted in Hokkaido, Japan, concerns the investigation of the teacher cognition and practice of English as a Foreign Language (EFL) assessment and the impact of a professional development (PD) program on the participants. The PD program was carried out as a series of seven in-service workshops with five native speakers of English teaching in Japanese schools and universities. The workshops aimed to provide these teachers with a basic theoretical and practical understanding of performance-based language assessment. Another major purpose of the PD was for the teachers t

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Floris, Flora Debora. "DEBUNKING THE MYTHS OF NON-NATIVE ENGLISH SPEAKER TEACHERS: AN INTERVIEW WITH PROFESSOR MASAKI." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 2 (2016): 126. http://dx.doi.org/10.15639/teflinjournal.v27i2/126-131.

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Masaki Oda is a Professor of Applied Linguistics at Tamagawa University in Tokyo, Japan, specializing in Sociopolitical Aspects of Language Use. Prof. Oda got his PhD program from Georgetown University, where he also taught Japanese for several years. He returned to Japan in 1990 and began teaching EFL and training EFL teachers at Tamagawa University. He was the 2003 – 2004 Chair of the NNEST Caucus and is now the Director of Center for English as a Lingua Franca (CELF) at Tamagawa University and the AsiaTEFL Vice President. This interview highlights Professor Oda’s experiences and opinions re

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Igarashi, Takuji, and Sachiko Igarashi. "Incorporating Awareness of English as a Lingua Franca into Teacher Education for Secondary School Japanese Teachers of English." Language Teacher 46, no. 1 (2022): 13. http://dx.doi.org/10.37546/jalttlt46.1-2.

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This article discusses the obstacles and potential solutions for the incorporation and increased awareness of English as a lingua franca (ELF) into teacher education programs for secondary school Japanese teachers of English (JTEs). While a nationally standardized “Core Curriculum” (CC) for secondary school JTEs’ learning guidelines and models in teacher education reflects relatively positive attitudes towards ELF, the integration of an ELF perspective into teacher education programs is considered a low priority. Recent literature explores the barriers to ELF-aware curriculum design and sugges

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Takegami, Fumi. "Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan." International Journal of Education 12, no. 2 (2020): 46. http://dx.doi.org/10.5296/ije.v12i2.16885.

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The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two c

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Weinmann, Michiko, Ryo Kanaizumi, and Ruth Arber. "English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change." International Journal of the Sociology of Language 2021, no. 271 (2021): 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

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Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English

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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.2104/aral0706.

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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such t

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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.1075/aral.30.1.04nak.

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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such t

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Amerian, Majid, and Sajjad Pouromid. "LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 583. http://dx.doi.org/10.17509/ijal.v7i3.9808.

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Teacher belief research has gone a long way to understand the complex mental lives of language teachers with regards to different aspects of the teaching profession. Little, however, is known about the teachers’ beliefs on the use of language teaching materials. Similarly, attempts to find literature on EFL teachers’ actual use of the materials based on systematic observation meets with great difficulty. The present case study research was therefore designed to contribute to the literature on teacher beliefs and materials use utilizing data from five Iranian and five Japanese teachers of Engli

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Jin, Yinxing, Kees De Bot, and Merel Keijzer. "Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese." Studies in Second Language Learning and Teaching 7, no. 1 (2017): 105–25. http://dx.doi.org/10.14746/ssllt.2017.7.1.6.

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The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and

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Hall, James, Kodai Tamura, and Shuhei Kumagai. "Enhancing teacher education through a lesson study application built with WordPress." JALTCALL Publications PCP2020, no. 1 (2021): 47. http://dx.doi.org/10.37546/jaltsig.call2020.4.

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A WordPress Lesson Study Application (LS APP) was developed for an English teacher education program at a Japanese national university for the following two purposes: (1) bridge the gap between teacher education classwork and school practice; and (2) enhance collaborative reflective practice between student-teachers. The first was accomplished through linking student-teachers’ teaching practicums with theory and techniques learned in their university English teaching methodologies class using the tagging function of the LS APP. The second was accomplished through enabling students to give each

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Nishino, Takako. "コミュニカティブ・アプローチに関する日本人高校英語教師の信条と実践 – Japanese High School Teachers’ Beliefs and Practices Regarding Communicative Language Teaching". JALT Journal 33, № 2 (2011): 131. http://dx.doi.org/10.37546/jaltjj33.2-2.

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Borg (2003) defines “teacher cognition” as how teachers think, know, and believe. According to Borg, teacher cognition, classroom practices, learning experiences, teacher education, and contextual factors all relate to and influence each other. He also points out that researchers need to investigate the cognition of secondary school English teachers whose first language is not English, particularly those working with large classes of learners. Accordingly, in this study, I investigated how Japanese high school teachers perceive the use of Communicative Language Teaching (CLT) in their English

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Amundrud, Thomas. "Multimodal knowledge building in a Japanese secondary English as a foreign language class." Multimodality & Society 2, no. 1 (2022): 64–85. http://dx.doi.org/10.1177/26349795221081300.

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Multimodal analysis examines how different modes, such as space, gesture, and language, instantiate meaning together. In this paper, a Systemic Functional-Multimodal Discourse Analysis demonstrates how teachers enact their pedagogy with their students across modes through what is represented experientially, how relationships between people are construed interpersonally, and how coherent texts are realized textually. This paper is a preliminary study of classroom data from a larger project looking at the multimodal pedagogy of Japanese secondary school teachers of English through the paired len

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Machida, Tomohisa. "How Do Japanese Junior High School English Teachers React to the Teaching English in English Policy?" JALT Journal 41, no. 1 (2019): 5. http://dx.doi.org/10.37546/jaltjj41.1-1.

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The Japanese Ministry of Education (MEXT) proposed the teaching English in English (TEE) policy in junior high schools (JHSs) in 2013. According to the new Course of Study (MEXT, 2017), JHS English teachers will be required to teach English in English starting in 2021. A study of JHS English teachers’ reactions to the new policy is reported in this paper. Participants included 98 public JHS English teachers (31 males and 67 females) in the northeast region of Japan. Teachers’ responses to the policy were investigated using the Teacher Foreign Language Anxiety Scale (TFLAS; Horwitz, 2013), a ba

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Fujii, Kazuma. "Practice and Effect of Extensive Reading Marathon at a Japanese Engineering University: Teacher-Student Collaboration for Autonomous Reading." English Teacher 51, no. 1 (2022): 26–37. http://dx.doi.org/10.52696/lpge8756.

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This paper discusses a learning project that aims to foster students’ autonomous English learning, called the Extensive Reading Marathon (ERM). The project establishes extensive reading (ER) as a foundation to encourage students to learn English outside the classroom through teacher-student collaboration. ER was adopted as part of the author’s English class, and an English reading circle was created for students who wished to practice ER outside the classroom, under the initiative of student leaders. Thus, ERM is a practice that links teacher-led in-class ER to student-led out-of-class ER to f

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Brown, Charles Allen. "Shortcomings in the JET Programme as a Vehicle for English Pronunciation Teaching by Native Speakers." Anglophile Journal 4, no. 2 (2024): 77. http://dx.doi.org/10.51278/anglophile.v4i2.1191.

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The Japan Exchange and Teaching (JET) Programme is a longstanding and influential government initiative employing thousands of immigrant teachers throughout Japan. The JET instructional delivery model is characterized by periodic classroom visits from largely untrained English native-speaking teachers who serve as classroom assistants with the licensed teacher – typically a Japanese individual – being in charge. This model was adopted to promote international contact and authentic language exposure with the JET teacher being especially responsible for teaching oral communication. This study fo

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Thompson, Gene, and Karen Dooley. "Exploring the key domains where teacher efficacy beliefs operate for Japanese high-school English teachers." Asia Pacific Education Review 20, no. 3 (2019): 503–18. http://dx.doi.org/10.1007/s12564-019-09607-y.

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Axton, Kevin Jerome. ""Just Teach Them Some English"." Studies in English Language Teaching 11, no. 2 (2023): p139. http://dx.doi.org/10.22158/selt.v11n2p139.

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This paper chronicles the experiences of a native English-speaking teacher in an EFL situation at a Japanese kindergarten. The paper discusses how the author coped with certain problems that arose over a twenty-year period, and then explains what measures were taken in order to remedy some of those issues. Also, suggestions for others that may be in the same type of situation are made based on steps that were taken over the years to enhance the students’ learning and motivation during the lessons.

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Yuniarti, Yuniarti. "An Article Review on Teaching English in English, ‘in principle’: The National Language Curriculum for Japanese Senior High Schools." ACCENTIA: Journal of English Language and Education 1, no. 2 (2021): 87–93. http://dx.doi.org/10.37598/accentia.v1i2.970.

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This paper reviews the article written by Gregory Paul Glasgow entitled “Teaching English in English, ‘in principle’: The national language curriculum for Japanese senior high schools” published in 2014. This paper aims to examine the author’ findings on teachers’ perception of new course of study by proposing some theoretical frameworks of communicative language teaching and the planned behavior analysis perspective to support the discussion. The article author raised the issue of Japanese English teachers’ perceptions towards the recently launched national foreign language curriculum for Jap

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Inada, Takako. "Levels of Enjoyment in Class Are Closely Related to Improved English Proficiency." English Language Teaching 15, no. 5 (2022): 69. http://dx.doi.org/10.5539/elt.v15n5p69.

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This study investigated the factors, such as students&rsquo; foreign language enjoyment, their foreign language classroom anxiety, the teacher&rsquo;s language choice (English-only instruction versus English instruction with limited legitimate Japanese support), and demographics that affect improvement in English proficiency in EFL communicative classes. Ninety-three college students in Japan participated in this research, for which they completed a questionnaire after the seventh lesson of 14 total lessons during a semester. In addition to t-tests, a stepwise multiple linear regressio

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Lee, Bradford, and Justin Bailey. "Rural Japanese Students’ Sentiments Regarding Japanese Teachers of English." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 145. http://dx.doi.org/10.37546/jaltpcp2020-18.

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English is not a single entity, but rather composed of infinite varieties known collectively as World Englishes. Published research in the Japanese context has overwhelmingly reported students’ preference for the Standard American variety, with Japanese English being typically subject to scorn. However, the current study argues that this established narrative has been subject to sampling bias due to homogeneous study locales (mostly in-and-around the Tokyo area) and sample selection (mostly English or Communication majors). Our precursor research on non-English majors residing in rural Japan f

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Cook, Melodie. "Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English." TESL Canada Journal 28, no. 1 (2010): 60. http://dx.doi.org/10.18806/tesl.v28i1.1060.

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This longitudinal study tracked five public junior and senior high school Japanese teachers of English (JTEs) who were sponsored by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to study English and Communicative Language Teaching (CLT) pedagogy at a host university in Canada. This qualitative case study found that teachers who were not bound by practical constraints such as grammar-based entrance examinations or external influences such as a perceived need to conform to the practices of colleagues were able to incorporate what they had learned in Canada. H

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Caswell, Kurt. "Working Together: Embracing International Partnerships." English Journal 88, no. 1 (1998): 86–89. http://dx.doi.org/10.58680/ej1998353.

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Describes a collaborative project between a South Carolina History and Geography teacher of grades 7-8 and an American teacher of English-as-a-Second-Language in a Japanese high school. Describes class activities as students exchanged correspondence, sent packages, and finally met each other when the American students traveled to Japan. Notes continuing effects of the project.

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Syafryadin, Syafryadin, and Saad Boulahnane. "Immersing Japanese students into English language learning: Songs, games and cultures." Jurnal Cakrawala Pendidikan 40, no. 3 (2021): 554–63. http://dx.doi.org/10.21831/cp.v40i3.37153.

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Learning English for Japanese is not as easy as people think. Teachers should provide a way to immerse Japanese students. Therefore, this study aimed to understand how Japanese English teachers immersed students in learning English, what challenges that students and teachers were facing and their perceptions toward the International Work Camp. This case study collected the data from 20 students and 10 teachers from various countries using interviews and an observation checklist. The data were analyzed in several steps, starting from data collection, data reduction, data display to data conclus

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