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Tesis sobre el tema "Japanese language Motivation in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 18 de febrero de 2022

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1

Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts<br>Ed.D.<br>The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedur

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2

Shibuya, Kazuro. "The development of L2 motivation of Japanese learners of English as a foreign language." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609133.

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3

Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.

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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese t

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4

Martin, Ron Reuel. "The Foreign Language Learning Value Beliefs of Japanese Elementary School Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/232554.

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CITE/Language Arts<br>Ph.D.<br>This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3 from 2010); each cohort consisted of third through sixth graders (N = 1,478; N = 3,693; and N = 1,336, respectively). Three research questions with associated hypotheses were posited in order to determine: (a) if studen

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5

Visgatis, Brad. "English-Related Out-of-Class Time Use by Japanese University Students." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/293717.

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Teaching & Learning<br>Ed.D.<br>This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes. The study had three parts, two longitudinal components and one cross-sectional component. Data from these three components consisted of out-of-class English time use information collected through a time diary (8,838 episodes). The episode data was collected from longitudinal study participants (n = 125) and cross-sectional study participants (n = 642) who maintained the tim

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6

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.

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CITE/Language Arts<br>Ed.D.<br>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 Interna

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7

Watanabe, Michinobu. "Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207090.

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CITE/Language Arts<br>Ed.D.<br>In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was admini

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8

Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).

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9

Tanaka, Mitsuko. "The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/252406.

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Applied Linguistics<br>Ph.D.<br>Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their first language (L1) due to their ability to transfer their knowledge of L1 hanzi (i.e., the Chinese characters utilized in the Chinese writing system). The present study is a longitudinal investigation into the effects of affective variables and kanji growth on kanji learning utilizing the self-determination theory (SDT; Deci & Ryan, 1985, 2002). L1 Chinese learners of Japanese as a second language (L2) responded to

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10

Stribling, Parrill Lewellyn. "Extrinsic motivation factors in a Japanese junior college." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324476.

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11

Millington, Neil. "Temporal perceptions of second language learning motivation : a Japanese context." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/86311/.

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Over the last few decades, motivation has become recognized as crucial in language learning success. Researchers have conducted numerous of studies which have sought to explain why people select, perform, and continue to learn a language. The results and findings of these studies allow us a greater understanding of second language (L2) learning motivation. However, one area of language learning motivation research that has not received as much attention is the temporal aspect of motivational fluctuations. In recent years, there have been calls for a more widespread adoption of qualitative rese

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12

Hoopes, Rebekah Susan. "Teaching Practice and Motivation Among Albanian and Japanese Missionaries." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5500.

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This study explored the relationship between the use of motivational strategies by Albanian and Japanese teachers and the observed and reported motivation of missionaries at the Missionary Training Center (MTC) for The Church of Jesus Christ of Latter-day Saints in Provo, Utah. The aim of this study was to collect baseline data about the motivational strategies already employed by teachers in the Albanian and Japanese areas of the MTC and to explore the relationship that the teachers' use of these strategies has with the motivation of the respective missionaries. The data for this study was co

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13

Kitano, Megumi. "The Role of Role Language in Japanese Language Education : A Study on the Involvement of Role Language in the Japanese-as-a-Foreign-Language Education at Stockholm University." Thesis, Stockholms universitet, Avdelningen för japanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158714.

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14

Knowles, Timothy John. "An interpretive study of the motivation of language teachers in a Japanese university." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/15176925-db2b-4100-8ad8-27ee97929e10.

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This dissertation investigates teacher motivation in a language-teaching department of a Japanese university. The main objective is to contribute to the overall understanding of the nature of teacher motivation. It is hoped that this understanding will be enhanced by two further objectives: firstly, to show how teacher motivation can be dependent on the teaching context, and secondly, to relate teacher motivation to the work/market/status categorisation proposed by David Lockwood (1989).

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15

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.

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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 languag

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16

Fewings, Catherine Shu-fen (Yu). "Japanese colonial language education in Taiwan and assimilation, 1895-1945." Curtin University of Technology, Department of Language and Intercultural Education, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15269.

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This thesis explores the subject of Japanese colonial language education in Taiwan and assimilation between 1895 and 1945. It examines the overall nature of Japanese colonial rule in Taiwan through its colonial policies, followed by a review of the history of Japanese colonial language education in Taiwan, the investigation of the Japanese colonial position on language education and assimilation, the establishment of the implementation of Japanese language education in Taiwan in areas of teaching methodologies and textbook compilation, and the determination of the effects of Japanese language

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17

Sinclair, Paul. "Chinese language education, the contemporary Japanese university, and modern Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40673.pdf.

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18

Fewings, Catherine Shu-fen. "Japanese colonial language education in Taiwan and assimilation, 1895-1945 /." Ful text available, 2004. http://adt.curtin.edu.au/theses/available/adt-WCU20041020.092132.

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19

Bellini, Marisa Utida. "Life Stories of Nikkeijin Seeking Better Opportunities: The Motivation of Brazilian Immigrants in Japan." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1033.

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The immigration of Brazilian-Japanese to Japan has started as recently as the early 1980s as a result of an economic downturn in Brazil and labor shortages in Japan. In a recent study published by the Ministry of Justice in Japan, there are about 250,000 Brazilians currently working throughout Japan. Even though most of the Brazilians are second or third generation of Japanese descent, they are not fluent in Japanese, thus resulting in many cultural problems and misunderstandings. Some research has examined about the immigration of Brazilians (nikkeijin) to Japan, but none has investigated the

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20

Butto, Louis. "THE EFFECTS OF EMPLOYING MINDFULNESS ACTIVITIES WITH JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/484377.

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Teaching & Learning<br>Ed.D.<br>Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims an

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21

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.

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22

Sorenson, Britainy Dawn. "Motivation in Learners of Japanese as a Foreign Language: An Analysis of Profiles and Behaviors." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2264.

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This thesis examines motivation in English L1 learners of Japanese as a Foreign Language (JFL) by analyzing the students' responses to a questionnaire modeled after Dörnyei's research and an observational instrument called the Motivation Behaviors of Language Learning (MBLL) modeled after Guilloteaux and Dörnyei's (2008) research on motivational teaching strategies on behaviors. The data from the questionnaires were subjected to a discriminative analysis of students answers in relation to a high grade (receiving a B- or higher) or lower (C+ or lower) in their Japanese classes. A Factor Analysi

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23

Warnick, J. Paul. "A phenomenology of reading performances: Reading Japanese as a foreign language /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476409126.

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24

Robinson, Jennifer Lynn. "English language learners' motivation to engage in reading." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/J_Robinson_041910.pdf.

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25

Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination o

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26

Watanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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27

Bradley, William S. "Technology, risk and education: English language teaching with computers in Japanese universities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279850.

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A study of computers and the teaching of English as a Foreign Language (EFL) in Japanese universities was designed to look at interrelations of technology and teachers' theories in these contexts. A review of the literature on technology and education concludes that technology is often given a purposive role in formulating change. However, instead of focusing on the effects of technology, it is argued that technology is better seen as indicative of other purposes. Connections to changing employment opportunities, skills, relations of professionals within the university, as well as problems and

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28

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.

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CITE/Language Arts<br>Ed.D.<br>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 analy

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29

Miyahara, Masuko. "Evolving self-identities of second language learners in Japanese higher education." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020676/.

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Grounded in social constructivism and poststructuralist theory, this thesis explores identity in relation to the learning of English in a foreign language context, namely, Japanese university students studying English in Japan. The research problematizes the current dominant emphasis on the social dimension of identity in Applied Linguistics, and calls for more focus on the psychologically-oriented aspects of the language leamer's identity. Drawing on the concept of possible selves (Markus and Nurius 1986) with the theories of situated learning (Lave and Wenger 1991) and imagined communities (

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30

Davies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.

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31

Okuyama, Yoshiko. "Computer-assisted Japanese vocabulary learning: The choice of script in CALL." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284198.

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Despite the rapid growth of software use in foreign language education, many language-specific issues in computer-mediated instruction have not been investigated in research. One example is L2 orthography in CALL. When the target language is a non-alphabetic type, such as Japanese, decoding the unfamiliar script becomes a difficult task. Although the type of current Japanese language software ranges from immersion to translation-mediated, the method for script presentation is not spelled out with a clear pedagogical principle. Furthermore, due to the lack of empirical evidence, we have yet to

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32

Mullen, Ana-Lisa Clark. "An Investigation into the Motivational Practice of Teachers of Albanian and Japanese." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5767.

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This study explores the use and effectiveness of motivational strategies with teachers and learners of Albanian and Japanese at the Missionary Training Center (MTC) in Provo, UT. Each teacher was observed three times using a modified version of the Motivation Orientation of Language Teaching (MOLT) observation scheme that was first used by Guilloteaux & Dornyei (2008). Learners were surveyed using an instrument from that same study. Teachers were surveyed using a modified version of the instrument created by Cheng & Dornyei (2007). Data collected from these three instruments provide insi

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33

Curtin, Karen. "Negotiating politeness in PCA Intermediate Japanese language classes: A microethnographic constructionist exploration of Japanese politeness behaviors." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471865933.

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34

Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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35

Mashav, Asuka H. "An Exploration of the Reasons and Purposes of Non-Japanese Undergraduate Students for Taking a Beginners’ Japanese Language Course." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2305.

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This study took place at Florida International University (FIU), a large public research university in Miami, Florida and one of largest Hispanic serving institutions in the United States. The purpose of this study was to explore the motivations of non-Japanese undergraduate students for taking a beginners’ Japanese language course. In-depth one-hour semi-structured interviews were conducted with 12 participants before the fall semester of 2014 (Phase I) and 10 after the semester (Phase II). Two major themes emerged from the inductive analysis of the data: attraction to Japanese culture and ut

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36

Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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37

Martz, Chris D. "Production of onset consonant clusters/sequences by adult Japanese learners of English." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256799.

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Thesis (Ph.D.)--Indiana University, Dept. of Speech and Hearing Sciences, 2007.<br>Title from PDF t.p. (viewed Nov. 20, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0980. Adviser: Raquel T. Anderson.

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38

Deckner, Sebastian Ephraim. "Issues of pupil motivation for language learning in year 7." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6173/.

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This thesis presents a study of the motivation of UK school pupils to learn a modern foreign language. The study involved 345 year 7 pupils learning either French or German in a large inner-city school based in an urban area in central England. Anecdotal evidence and personal experience suggested a widespread decrease in motivation for modern language learning during the course of year 7. The purpose of the study was to seek evidence substantiating or refuting the hypothesis of a motivational dip and to investigate factors that might affect any perceived changes in motivation. The research des

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39

Ohara, Tetsushi Languages &amp Linguistics Faculty of Arts &amp 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.

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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. Bas

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40

Uematsu, Shigeo. "THE LONG-TERM EFFECTIVENESS OF ENGLISH LANGUAGE INSTRUCTION AT JAPANESE ELEMENTARY SCHOOLS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/60100.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of the effect of English Learning in the Elementary School (ELES) on both English language skills and affective variables. The participants were 145 public junior high school students in Grades 7 and 8; 72 participants received English language instruction once a week in the local public elementary schools in tokku (special educational district), while the remaining 73 participants had not received any English language instruction in their local public elementary schools. Three research questions were investigated: (a) To wha

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41

Winch, Junko. "An investigation of Japanese educational cultural impact on Japanese language learning in an international context." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345955/.

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The current language teaching and learning environment in British higher educational establishments appears to have two main characteristics. Firstly, an unprecedented number of students from various cultural backgrounds now study in the UK, including students with a cultural background that is very different from the Anglophone educational culture. Secondly, Communicative Language Teaching (CLT) remains the prevailing teaching method used in higher educational establishments, however, CLT is based on assumptions that relate closely to the Anglophone language teaching and learning environment.

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42

Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.

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This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications f

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43

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.

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Thesis (M.A.)--University of Oregon, 1999.<br>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.

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44

Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.

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Alzamora, Priscilla M. "A study on motivation in the high school foreign language classroom through focus groups with third- and fouth-year high school Spanish students." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1065.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Foreign Language Education -Spanish

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Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts<br>Ed.D.<br>This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked

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Visgatis, Brad L. "English-related out-of-class time use by Japanese university students." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637511.

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<p> This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes.</p><p> Two sets of time use and interview data were collected longitudinally (one semester per dataset) through Longitudinal Study 1 (<i>n<sub>initial </sub></i> = 66, <i>n<sub>final</sub></i> = 15), which included participants from three universities in Western Japan, followed by Longitudinal Study 2 (<i>n<sub>initial</sub></i> = 59, <i>n<sub>final</sub></i> = 25), which included participants from

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Wood, Connie. "Increasing achievement and motivation in secondary language arts classrooms." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Wood_C%20MITthesis%202007.pdf.

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Okubo, Misako. "An Analysis of Japanese Learners' Comprehension of Intonation in English." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5172.

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Typically, most native speakers of Japanese, who have been taught English in Japan, have had limited exposure to prosodic features of English. Consequently, their ability to understand the meaning of different intonation patterns is limited as well. Though it is generally accepted that intonation plays a crucial role in English communication, comprehensive pedagogical materials for teaching English intonation to native speakers of Japanese are not widely available or used in Japan. This is, in part, due to the complexity of English prosodic features and their abstractness. A better understandi

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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.

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