This paper investigates differences in metacognitive knowledge regarding good presentations in English among Japanese university students (Ss), Native-English speaking university English teachers (NETs), and Japanese university English teachers (JETs). In order to give good oral presentations, presenters use metacognitive knowledge about good oral presentations. Nevertheless, if the metacognitive knowledge itself is incorrect, the oral presentation will not be successful. Therefore, it is highly important to know what metacognitive knowledge about a good oral presentation learners and teachers have, and determine if there are any differences among them. However, only a few studies have investigated the metacognitive knowledge regarding a good oral presentation of learners and teachers in EFL (English as a Foreign Language) settings. Therefore, the author listed 24 criteria which are considered important to give a good presentation in English from her previous study (Omotedani, 2018), and conducted web-based surveys using a six-point Likert scale and asked how important the participants thought the listed criteria for students to meet in order to be able to give a good oral presentation. The survey participants were 54 NETs, 34 JETs, and 72 Ss. The quantitative data obtained from this survey was analyzed using one-way analysis of variance. The results indicate the differences in the metacognitive knowledge regarding good presentations in English among the groups. The data shows that the Ss think the criteria regarding non-verbal communication are more important than the NETs do, that the Ss and the JETs consider the criteria related to strategies more important than the NETs do, and that the NETs think the criteria about a logical pattern of the presentation and grammar are more important criteria than the Ss do. This suggests that EFL teachers should be well aware of the differences in metacognitive knowledge when teaching English presentation classes.

Both intrinsic motivation and extrinsic motivation are among the most significant concepts in English language education and practice. The purpose of this paper is to make these concepts succinct and clear by describing the previous studies on these two types of motivation from a pedagogical point of view. Intrinsic motivation is defined as a motivational state closely related to autonomy. The current study is an attempt to enhance students’ intrinsic motivation at various levels of English proficiency. The aims of this study are as follows: (1) to explore intrinsic motivation in relation to a listening activity of Tokai Shizuoka Shyoyo elementary school students; (2) to explore intrinsic classroom motivation in English presentation class; (3) to examine which psychological needs (the need for autonomy, extrinsic motivation, or relationship with other students) play the most significant role in students’ motivational development.