Language：English   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Canadian Center of Science and Education  

Although the importance of summary writing is well documented in prior studies, few have investigated the evaluation of written summaries. Due to the complex nature of L2 summary writing, which requires one to read the original material and summarize its content in the L2, raters often emphasize different features when judging the quality of L2 summaries. Therefore, this study examines the ratings of English-language summaries written by Japanese university students in order to identify differences in EFL instructors’ evaluations. Fifty-one Japanese EFL university students read a passage and then wrote an English summary without receiving any instructions concerning summary composition. The raters included three native English speakers (NESs) and three non-native English speakers (NNESs), who individually evaluated each summary using the Educational Testing Service’s holistic rubric. Analysis of inter-rater reliability revealed a lower Cronbach’s alpha coefficient for NNES raters (α = .39) when compared to NES raters (α = .77). Comments were collected from raters regarding the difficulty of evaluating summaries, and the causes of such difficulties were examined. Comments from NNES raters more concerned vocabulary use and paraphrasing, whereas the NES raters concentrated on content and language. This study also explores ways to potentially improve the holistic rubric by examining feedback from raters regarding their rating experiences.

DOI： 10.5539/elt.v8n7p1

Scopus

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Other Link： http://hdl.handle.net/10112/9645

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

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Other Link： http://hdl.handle.net/10112/9630

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

In the field of language learning, a number of studies have revealed the positive effects of implementing collaborative learning in L2 writing classrooms. However, an in-depth analysis of the collaborative writing process has rarely been researched in English as a foreign language (EFL) settings. The current study investigates the nature of Japanese EFL learners' collaborative writing using three staged tasks of (1) writing, (2) reviewing, and (3) revising. Six pairs of 12 learners were asked to collaboratively (1) describe the four-frame picture discussing what to write, (2) review their own text discussing what they noticed by comparing it with the model text, and (3) revise their text. The students' verbal protocol was analyzed using the Grounded Theory Approach, and the participants' collaborative writing behavior was grouped into several categories such as organizing a text, problem-solving, interpreting a model text, referring to a model text, and revising. The result further reveals that both the learners' problem-solving in the writing stage and their references to the model text were categorized into three sub-categories: lexis, form, and content. The results suggest that the learners can solve more lexical problems by themselves than problems in form (e.g., grammar).

DOI： 10.24539/let.50.0_93

CiNii Books

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Books

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：English   Publishing type：Research paper (scientific journal)  

CiNii Books

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

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Language：English   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japan Society of English Language Education  

This paper reports the current attempt to develop English language proficiency benchmarks (Can-Do lists) suitable for students at Ehime University. A survey was conducted in order to create the educational and achievement goals for the university's General English Education courses and the standards for assessing the level of achievement of those goals. This paper focuses especially on the benchmark of the writing course and describes the concrete procedure by which it was established. If we set appropriate achievement goals and assessment standards we can decide on assessment standards and methods that conform to them. Once such standards and methods have been decided, we can use them as the basis for developing more effective teaching methods. Thus, this paper will be a beneficial source of information for both language educators and curriculum designers who intend to create more appropriate educational and achievement goals for their students and improve methods of teaching and evaluation suitable for them.

DOI： 10.20581/arele.19.0_263

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：四国英語教育学会  

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)  

This paper attempts to provide several perspectives on classroom-based second language (L2) writing research. It reports on two empirical studies, one about the effects of L2 writing instruction from the perspective of students' motivation and the other about two ways to improve L2 writing evaluation. Possible implications of the results and several directions for future classroom-based L2 writing research are also suggested.

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10500661

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION  

This paper reports on narrative-based writing instruction carried out in a CALL (Computer Assisted Language Learning) class at Hiroshima University, and also reports on students' impressions on such instruction. The class was an extracurricular lecture, so students had a wide variety of educational backgrounds, reasons for class participation, and proficiency in English. In order to deal with such a variety, the author-instructor divided instructions into three phases. The first phase was to give correct or comment feedback on students' compositions. The second phase was a narrative-based instruction for each student explaining why corrections were made on their compositions. The third phase involved whole class explanation of common mistakes made by students, and the introduction of useful websites and books concerning writing. These instructions were carried out by using the "comment tool" of Microsoft Word.

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Chugoku Academic Society of English Language Education  

DOI： 10.18983/casele.35.0_107

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

This study primarily aimed at investigating individual differences in dictionary use as a problem-solving strategy during a free English composition task written by Japanese high school students. The secondary aim was exploring the tendency of dictionary use corresponding to the writing-expertise of high school students. Sixteen high school student participants, who were previously divided into three writing-expertise groups (Advanced writers, Intermediate writers, and Basic writers), wrote a free English composition task consulting Japanese-English and English-Japanese dictionaries. Their dictionary use was interpreted through a stimulated recall protocol analysis, and all the uses were categorized into seven (mostly five) types using a data-class jfication method-the KJ method The categorized dictionary use was analyzedfrom several viewpoints. As a result, the individual differences in the dictionary use of the participants, and the tendency of dictionary use of the three writing-expertise groups, were revealed in detail. Moreover certain pedagogical implications for the instructions of dictionary use were suggested.

DOI： 10.24539/let.42.0_93

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION  

A great number of studies have been carried out in order to construct a more complete picture of English language learning motivation. Although such studies are able to provide a broad picture of learning motivation, (1) a dynamic interplay between motivation and other variables, and that of various types of motivational components, is not clear enough. At the same time (2) the results of the previous studies tend to be distant from actual classroom situations. In this study, we analyzed the narrative of a girl who is a first-grade student in a junior high school. As a result, a detailed and dynamic picture of English language learning motivation could be described, and a complicated mechanism of English language learning motivation was developed based on practical considerations. The results also show that the girl has: (1) an unsatisfied need to be praised through teacher feedback which tended to be disturbed by the classroom atmosphere; (2) an ambivalent feeling toward the relationship between low-level lessons and high-rank evaluation; and (3) mental strife due to the conflict between an awareness of the social demand for English and that of the absence of her own justification for learning English.

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

The main purpose of this paper was to consider the problem concerning the dfficulties that most researchers of the qualitative studies are confronted with. From an overview of recently conducted studies in the academic field of English language education in Japan, it appeared that most researches using qualitative verbal data were categorized into hypothesis examination or hypothesis generation studies. Nevertheless, few of the hypothesis generation studies were able to help the researchers overcome the difficulties of objectivity and generalizability in treating the data. This suggested that most of the researchers did not give a sufficient amount of consideration to the transfer of their knowledge to future studies. To overcome the difficulties, we proposed to add a new approach, the hypothesis succeeding approach, to the traditionally used hypothesis generation approach. The hypothesis succeeding approach is conducted by a combination of hypothesis generation and hypothesis testing. The former is for interpreting verbal data qualitatively and the latter is for complementing the generated hypothesis. We have shown the extent of the effectiveness of this approach in overcoming the difficulties.

DOI： 10.24539/let.41.0_77

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Chugoku Academic Society of English Language Education  

DOI： 10.18983/casele.34.0_97

CiNii Books

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japan Association for Language Education and Technology  

The main purpose of this paper is to make suggestions concerning combination of quantitative and qualitative research in order to utilize the advantages of both types of research. Although there are many kinds of studies that combine quantitative and qualitative methodologies, it seems that few of them can be called "publicized" because of the absence of discussion concerning the method of qualitative research in particular. Showing our possible combined research design like a "catalogue", we would like to give rise to implications for future research. Our suggestion as a catalogue can be called a "hypothesis-succeeding" study (Saijo, 2002) using the KJ method (Kawakita, 1967):

DOI： 10.24539/let.40.0_161

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Authorship：Lead author   Publishing type：Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

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