In a study conducted by Shewack (2020), results suggested that font choice among the two major typeface categories (Serif and Sans Serif) had little effect on Japanese EFL students' reading speed on printed media but affected reading speeds on digital media. However, the study found that font selection seemed to have an effect on reading accuracy in both printed and digital media. This paper presents the findings of a follow-up study which was conducted to further examine the validity of the results of Shewack (2020) as well as address concerns which may have produced data which does not provide an accurate correlation between typeface and reading speed and accuracy. Thus, the results of this study show that reading speed decreases for sans serif font versus serif font on printed media, and that reading speed decreases for serif font versus sans serif font on computer screens. Therefore, it may be the case that the data elicited by the reading passages and questions in this follow-up study is more representative of typeface characteristics and their effect on the reader in terms of reading speed and accuracy as proposed by typologists.

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This study examines the practical usage of the present perfect of English which is used in natural communication in order to promote the usage by EFL learners and contribute to practical English education. We collected and examined examples from movies, TV dramas, YouTube, and the movie/TV section of the COCA corpus. Based on these observations, we propose that current relevance takes a crucial role in natural occurrences of the present perfect, and suggest that many existing English teaching approaches for the present perfect lack a focus on the current relevance. As a result, they do not cover some of its more prevalent roles. Specifically, we note that in natural speech, it can be used as an emphasizer, and shows a preference for co-occurrence with particular adverbs, contexts, and sentence structures, however, current approaches generally do not cover these areas. Therefore, we believe that incorporating these findings into the instruction of the present perfect in EFL classrooms can contribute to the development of practical English education.

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This paper identifies the process by which James Bond's iconic power of masculinity has declined and how an attempt is made to revive the franchise through the self-criticism expressed in a variety of dialogues and sequences in Sam Mendes's 007 film Skyfall (2012). The examination focuses on three thematic sequences: the anxiety of adulthood in the dialogue between M and Bond at the former's office, the anxiety of old age in the debate between Q and Bond at the museum, and the theme of resurrection in M's speech at the public hearing. On the basis of teamwork among a variety of others with different genders, races, ages, and social positions against unpredictable violence in the movie, this paper concludes that Skyfall reflects a desire for solidarity in 21st century society.

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This paper is a practical report for a college class using original educational materials based on Irish movie "Once". The length of the film, 86 minutes, makes it possible to watch in a 90-minute class. This movie merges love story and original works of music. The characters speak Irish English, and most expressions are generally in common with British English. "Once" is an austere love story and truly impressive in combination with visual scenes of Dublin and dramatic songs sung by the main characters. We illustrate seven questions which can be used as educational materials for elementary English learners in order to think about issues of semantic polysemy, English usages leading to some pragmatic difference, diversity of World Englishes and cross-cultural understanding. Understanding the artistic evaluation of "Once," we will also discuss how to utilize one film from multiple perspectives, leveraging a related video clip from an Academy Awards show.

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This paper aims to report the effects of related movie scenes on students' motivation for listening to and reading the simplified narrative of a story, when the corresponding scenes from the movie adaptation of the story are played prior to the listening and reading activities. When using a story as teaching material, it is often difficult for teachers to keep their students motivated and have them continue listening to or reading the entire story with complete awareness of the plot. This is especially true when teaching students who are not English majors. During lessons, the corresponding scenes from the movie were used as an aid to facilitate listening and reading activities, but not as course material per se. We hoped that the cinematic depiction of the corresponding scenes would provide the students with an idea of the narrative and background information such as the characters' appearances, facial expressions, and tones of voice, as well as the lifestyle of the period. In the feedback from the students, the use of movie segments was evaluated highly. They reported that the information from the movie animated the scene while they were listening to and reading the text and helped them work actively on the exercises, resulting in a better understanding of the story. While there are various ways of utilizing movies when teaching English, it may be argued that using them as an aid to facilitate listening or reading in a class would be one of the more effective methods.

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