This study explored the structure of learners’ preference in their self-directed English learning and the influence on their learning performance. An online survey was conducted, and the results showed that learners’ preference consists of four factors, “diversive curiosity”, “specific curiosity”, “accomplishment” and “stimulation”. Additionally, the four factors plus “effectiveness” and “cost” were compared among four groups of learning approaches classified by cluster analysis: learning with audio and print language-focused learning materials; learning with print media; learning with visual media; and learning through interaction with others. In terms of results, “diversive curiosity”, “specific curiosity” and “effectiveness” did not show major differences while “accomplishment”, “stimulation” and “cost” varied depending on the clusters. Furthermore, it was suggested that diversive curiosity encourages learners to continue learning for a longer period while low cost affects frequency of learning and motivation to continue learning.

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In this study, we surveyed fourth, fifth, and sixth grade elementary school students to determine (1) the frequency of their contact with the media, including manga; (2) their experiences reading manga, including frequency; and (3) their awareness and attitudes about manga. Results showed a lower frequency of reading manga in comparison with a previous survey conducted in 1990. Many elementary school children have a positive attitude regarding manga, despite the significant changes in the media environment. Our categorical factor analysis regarding awareness of manga revealed four factors for consideration: (1) the usefulness of manga, (2) the understanding of manga, (3) the negative impact of manga, and (4) the superiority of manga. Correlational analysis and multiple regression analysis were used to assess associations between subscale scores and how children read manga. The results showed that its perceived usefulness influences children’s experiences reading manga.

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There is a growing interest in the historical thinking skill of analyzing historical causation from various educational perspectives in high school. However, there is no lesson plan that flexibly fosters the historical thinking skill at middle level high school, where students’ historical thinking skills in history are varied. In this study, we developed an a la carte style flipped classroom to foster the historical thinking skill of analyzing historical causation in an era that can be studied from various perspectives. This enables middle level high school students to learn about important topics from that era individually. Various online movies were prepared based on students’ interests in the era, and they were then combined with a group-based analysis of historical causation in class. The evaluation of this teaching method revealed that students were able to significantly improve their historical thinking skills after the lesson practice (p < .01) with a middle range effect size. Moreover, although a wide range in students’ historical thinking skills from low to high levels were apparent at the pre-lesson test, 25 out of 26 students had acquired more than middle level historical thinking skill by the post-lesson test. In addition to addressing the diversity of interest of the students, the evaluation results also indicated that their interests in the history of the era increased significantly (p < .01) with a low to middle effect size.

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Various teaching materials such as specimens, worksheets, and digital teaching materials have been used in elementary schools where live insects such as cabbage butterfly and swallowtail are not available. However, it has been reported that children cannot correctly understand the 「Insect morphology」by learning using these teaching materials that do not deal with living insects (Shiba et al. 2008, 2009). Therefore, in this study, we developed and evaluated the teaching materials that can be used in the unit of 「Insect morphology」 in the third grade of elementary school. The analysis revealed the following three results: 1) The fact that lessons using ants are desirable from textbooks and elementary school surveys, 2) The developed ant picture book promotes children's understanding of 「Insect morphology,」 3) Ant picture book It was clarified that was a teaching material that promotes and connects not only the abstract experience of 「observing」 but also the direct experience of 「practical use」 and 「experience yourself.」 From there, it was suggested that the developed picture book promotes children's learning and understanding of 「Insect morphology」 and is easy for teachers to teach.

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