This paper reports a digital publication project by 9 English major undergraduate students. Through this project, students, who have no professional experience in writing, have strategically planned the content (students' success in TOEIC®), the title, and the layouts. This paper summarizes 7 steps of the project from the following perspectives. First, it encouraged the students to analyze themselves objectively in order to find and meet the market's demand, which became an opportunity to learn "social dialogue," a critical issue in media literacy education. Secondly, this communication skill with society, "social dialogue," was gradually acquired through students' interaction with each other as well as their experience in the job market for college graduates. Finally, online communication tools such as Slack and Trello greatly facilitated the development of teamwork. Thus, this project was a case where students learned self-reflection and social communication.

This paper reports on the introduction of translation activities into a regular English reading class for first-year Japanese undergraduates. The main purpose of these activities is to create an opportunity for students to engage in "deep thinking" including inferential reasoning in the process of understanding the given text. The students were divided into two groups: D1 and D2. Both groups translated the same children's story from English to Japanese. Group D1 produced the target text (TT) directly from the source text (ST), whereas Group D2 produced TT after drawing pictures of the given text. After completing the first version of translation, both groups were instructed to work on a second version, using a worksheet on which drawings from the original text are reproduced as translation cues. In the current study, the latter versions of translation were analyzed to see if there are any differences in inferential processes between the two groups. The results show that D2 students used a wider range of pragmatic processing, including free enrichment and derivation of implicated meanings in their TTs. This may suggest that by deliberately creating a non-linguistic stage in the translation process, we may be able to provide students with an opportunity to engage in inferential reasoning, which in turn will help them deepen their thinking.

The advancement of technology has accelerated the introduction of information and communication technology (ICT) into English as a foreign language (EFL) classes. It is considered a powerful tool for improving English skills and motivation. Using Self Determination Theory (SDT) as a theoretical framework, the author reports the results of two studies. Study 1 looked at the change in motivation with descriptive statistics followed by a linear mixed model (LMM) and Structural Equation Modeling (SEM) to clarify how participants' motivation for e-learning is related to other constructs. Study 2 examined the relationship between e-learning related motivation and TOEIC IP^® score also using LMM and SEM. Both studies found that perceived competence (PC) is the most influential psychological need and intrinsic motivation (IM) directly contributes to PC. Willingness to Communicate (WTC) played an important role in both models, suggesting the need for the approach to foster WTC in e-learning-based EFL classrooms.