This study investigates the educational application of AI-based oral reading assessment, focusing on its validity and association with pronunciation orientation. Although oral reading is widely practiced in English education, it is rarely evaluated due to the significant time and effort required by teachers. The introduction of AI technology enables efficient and detailed assessments. The study confirms a positive correlation between AIbased oral reading scores and English proficiency, suggesting that AI can effectively assess oral reading skills. Furthermore, it examines learners’ attitudes toward pronunciation, highlighting potential risks of reinforcing native speaker norms. The findings suggest that AI-based assessments should be used thoughtfully to avoid promoting learners’ nativespeaker English orientation.

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This study reports the results of an analysis of difficulties faced by Japanese EFL learners with subject-verb number agreement. This study aimed to provide further empirical support from a multifaceted perspective by investigating the effects of (a) linguistic factors, (b) metacognitive sensitivity, and (c) proficiency on accuracy in a grammaticality judgment task (GJT). The GJT was administered to 32 Japanese university students and their responses were analyzed using a hierarchical Bayesian modeling. The results showed that the linguistic factors related to subject structure significantly affected accuracy. Furthermore, the study provides insight into the interaction between metacognitive sensitivity and proficiency, contributing to improved instructional strategies.

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Computer-Based Testing (CBT) with integrated support offers immediate feedback based on test-takers’ responses and detailed scoring reports. This study investigated the consequences of using CBT with integrated support for assessing integrated reading-into-writing skills, focusing on both test-takers and instructors. The study presents an overview of the developed CBT system, including its rating scale and personalized scoring reports for test-takers. A questionnaire survey was conducted with 34 test-takers after the CBT, while 3 instructors were interviewed after receiving the scoring reports to evaluate the potential benefits for both learning and teaching. The findings provided positive evidence of the beneficial consequences of the CBT assessment method on future learning and teaching practices.

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Since 2020, foreign language activities have been implemented once a week for third-grade students in Japanese elementary schools. This case report details the first English lesson conducted by an experienced Assistant Language Teacher (ALT) in collaboration with the homeroom teacher through team teaching. Transcriptions of the recorded classroom interactions were analyzed to present specific instructional strategies. The report highlights the methods and considerations employed to help third-grade students, many of whom had no prior experience with foreign language instruction, understand directions in English. Practical examples illustrate how the lesson was designed to facilitate comprehension and engagement among the students.

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The purpose of this study is to consider some effective methods of English storytelling at the junior high school level. Eight English picture books (4 published in English-speaking countries and 4 published in Japan) were read aloud as a 15-minute morning study session using a large screen to show enlarged pages. The results showed that junior high school students preferred the picture books published in English-speaking countries over the ones published in Japan. ‘Authentic books’ can give students the pleasure of better understanding different cultures and this enjoyable experience could help motivate students to read English books by themselves. Using various songs, chants, gestures and interactions with students is also suggested to increase the students’ enjoyment and help them to better understand the English. This study suggests that storytelling is an effective way for students to enjoy learning English as well as to keep their motivation.

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This paper reports on our efforts to support the learning of students who find it difficult to engage in English learning in large classes at junior high and high schools. Specifically, we combined 1) language activities incorporating international exchange activities to give students the experience of using the English expressions they have learned in realistic purposes, situations, and contexts, and 2) “learning options” to guarantee students’ English learning in preparation for these language activities. As a result, we were able to increase both the students’ awareness of English language learning and their international orientation.

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The purpose of this study is to explore how education major students transform their ideas about “learner support” through attending the course on "learner support specific to English education," by analyzing the results of pre- and post-questionnaire surveys. Before taking this course, their ideas were generally vague. Some students thought that learner support should be provided only to children who need special support. However, in the post survey, their ideas have been changed that appropriate support should be provided to all children. Their ideas of learners' stumbling blocks have been specified, and they have realized their own roles in supporting children as prospective teachers.

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