抄録
This paper illustrates how instructed second language acquisition (ISLA) can be operationalized in English instruction in Japanese junior and senior high schools through two complementary strands of classroom-based work. First, it reports a collaborative study conducted by university researchers and a junior high school teacher, in which a writing program was redesigned to incorporate direct written corrective feedback, explicit time for feedback processing, written languaging, and delayed rewriting. In this program, 99% of initial errors were resolved in immediate revision, and approximately 70% of these corrections were maintained in delayed rewriting. In addition, positive emotional responses to feedback (e.g., feeling happy about feedback) were associated with greater long-term accuracy. Second, the paper synthesizes a series of teacher-led languaging studies in a senior high school that systematically embedded oral and written languaging—implemented individually and collaboratively and produced in handwritten and typed modalities—into regular lessons over several months, thereby informing both pedagogical practice and ISLA theory. Building on these cases, the paper argues that ISLA is oriented toward developing multilayered researcher–teacher partnerships encompassing sustained communication, collaborative research, and teacher research, and that such partnerships are essential for meaningfully improving second language education.
