Journal of the Chubu English Language Education Society

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[title in Japanese]

2021 Volume 50 Pages App1-
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_App1

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Reexamining Aoyama et al.'s (2020) L2 WTC Model for Japanese Junior High School Students

Takumi AOYAMA, Hideaki SHIMADA, Hiroki YAMAMOTO, Hideki SAKAI

2021 Volume 50 Pages 1-8
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_1

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Metalinguistic Knowledge of English Sentence Structures in Japanese Elementary School Students:

An Exploratory Study Using Find-the-Difference Quizzes

Akiko EGUCHI, Akio INUZUKA

2021 Volume 50 Pages 9-16
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_9

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The Effects of English Extensive Reading on English Writing:

Focusing on the Effects on Fluency, Syntax and Vocabulary

Kazuma FUJII, Yoshimi KAWABATA

2021 Volume 50 Pages 17-24
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_17

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On the Influence of the Attached Junior High School of Tokyo Higher Normal School on Its School’s Teacher Training and Education before the World War Ⅱ

Takao FURUYA

2021 Volume 50 Pages 25-32
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_25

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Suitability of Peer-Assessment Methods for Testing Large-Class Oral Production:

Activating Fluency Through Performance

GIBBON Benhanan Richard, Yuya NAKAGAWA, Sho KOBAYASHI

2021 Volume 50 Pages 33-40
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_33

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Imagery Strategies for L2 Vocabulary Learning:

Redefining Contextual Clues as Image Sources

Yusuke HASEGAWA

2021 Volume 50 Pages 41-48
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_41

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A Usage of from, Which Is Hardly Referred to in Various Learning Materials for Japanese Learners of English

Yuji IKUTA

2021 Volume 50 Pages 49-56
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_49

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The Grammaticality Judgement of Two Types of Intransitive-Verb Constructions

Eiri INABA

2021 Volume 50 Pages 57-64
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_57

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Pausing Behaviors and Writing Strategy Preference in Essay-Writing Tasks

Yusaku KAWAGUCHI

2021 Volume 50 Pages 65-72
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_65

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The Effect of Shadowing on the Acquisition of Multiword Units Using Materials at Different Degrees of Difficulty:

Focusing on Chinese English Learners

Xing Yun, Ryotaro Hashizaki

2021 Volume 50 Pages 73-80
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_73

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Effects of Instructional Languages on Development of Willingness to Communicate

Tsutomu KOGA, Katsuyuki KONNO, Rintaro SATO

2021 Volume 50 Pages 81-88
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_81

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How Do Critical and Non-Critical Readers Read Differently?

Michio MINESHIMA, Rie IMAI

2021 Volume 50 Pages 89-96
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_89

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Changes in English Pronunciation and Self-Confidence using English Drama for Students Majoring in Primary Education and Child Care

Hiromi MIYAKOSHI, Mito TAKEUCHI

2021 Volume 50 Pages 97-104
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_97

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The Effect of Retrieval Practice on the Learning and Processing of English Words by Japanese EFL Learners

Shigeaki NAGASAWA

2021 Volume 50 Pages 105-112
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_105

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A Descriptive Study of Prepositional Errors in Japanese Learner Corpus of English:

Focusing on Basic Prepositions “at”, “in”, and “on”

Atsushi NAKANISHI

2021 Volume 50 Pages 113-120
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_113

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Analysis of CEFR-J Word List Focusing on Semantic Fields and Loanword Usage

Tadahiko NAMBU

2021 Volume 50 Pages 121-128
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_121

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The Study of Teachers’ Training in Japan for the Introduction of English to Elementary Schools:

Consulting the Case in Korea and Teachers’ Research

Midori NISHIKO

2021 Volume 50 Pages 129-136
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_129

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High School English Teachers’ Reflections Through Lesson Study

Hiroyuki OKAZAKI

2021 Volume 50 Pages 137-144
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_137

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Avoidance of Phrasal Verbs by Japanese Learners of English

Natsumi OKUWAKI

2021 Volume 50 Pages 145-152
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_145

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Comparing Direct and Semi-direct Modes of English Speaking Tests: Effects on EFL Learners’ Performance

Ayumi ONUMA

2021 Volume 50 Pages 153-160
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_153

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Effects of Explicit Grammar Instruction on Intransitive Verbs:

Focusing on Sentence Structures and Animacy of Subject Nouns

Ayano OTAKI

2021 Volume 50 Pages 161-168
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_161

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A Brief Repetitive Practice with Syllable-Enhanced Words:

Its Effect on L2 Pronunciation Improvement of the English Schwa

Kaori SUGIURA

2021 Volume 50 Pages 169-176
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_169

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An Effective Use of Performance-Based Assessment in Formative Assessment From Viewpoint of Reliability, Validity, and Practicality

Nobuko TAKAHATA

2021 Volume 50 Pages 177-184
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_177

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[title in Japanese]

2021 Volume 50 Pages App2-
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_App2

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Strategy Training Incorporating Collaborative Reflection

Yuri NAGAKURA

2021 Volume 50 Pages 185-192
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_185

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On the Transformation of the Perceptionsin College Students’ Reading of English Literary Texts

Naofumi OKUMURA, Takeo TANAKA

2021 Volume 50 Pages 193-200
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_193

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ESP for Conversation for Beginner and Intermediate Level Learners:

Toward Development of Teaching Materials

Satoko OSAWA

2021 Volume 50 Pages 201-206
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_201

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Children’s Transformation in Different Approaches with CLIL:

From a Comparison of Foreign Language Activities and Foreign Language Departments that Integrate Social Studies

Kei OTA

2021 Volume 50 Pages 207-212
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_207

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The Effect of Cross-curricular Instruction of English and Science on Raising Twenty-first Century Skills in a Japanese Junior High School.

Keisuke SHIMAZAKI

2021 Volume 50 Pages 213-220
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_213

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Influence of the Motivational Styles of English Learners on Intrinsic Motivation of English Learners

An Approach Using the Self-Determination Theory

Fujishige SOMEYA

2021 Volume 50 Pages 221-226
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_221

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On “Proactive, Interactive, and Authentic Learning” Shown in Authorized English Textbooks for Elementary Schools

Miyuki TAKAHASHI, Yoshikazu YANAGI

2021 Volume 50 Pages 227-234
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_227

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Using Interactive Reading Report in University English Reading Courses in Japan

Hiromi TANAKA

2021 Volume 50 Pages 235-242
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_235

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Effect of Explicit Teaching of Paraphrasing Skill on Speech:

Focusing on the Thoughts and Feelings

Junichi WADA

2021 Volume 50 Pages 243-250
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_243

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Difficulty Order in the Acquisition of English Grammar by University Students in Japan

Hideki YOKOTA, Tomohiko SHIRAHATA

2021 Volume 50 Pages 251-258
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_251

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Comparative Analyses of Type-Token Ratios Between Primary-School English Textbooks Used in Finland and Japan

Michi YONEZAKI, Hirokazu YONEZAKI

2021 Volume 50 Pages 259-264
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_259

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[title in Japanese]

2021 Volume 50 Pages App3-
Published: January 31, 2021
Released on J-STAGE: June 21, 2022

DOIhttps://doi.org/10.20713/celes.50.0_App3

JOURNAL FREE ACCESS

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