This study explored the assumptions of education and students reflected in the university statement by the University of Tokyo in response to the rapid development of generative AI in 2022. A total of three texts were analyzed including a general statement, a message to faculty, and a message to students, all of which were issued in April or May of 2023. Two methods of analysis, rhetorical criticism and critical discourse analysis, were adopted to analyze these texts. The analysis reveals that the statement suggests the University of Tokyo, as a leading institution in Japan, takes on responsibility for the impact of generative AI on society with an emphasis on the importance of education, ethics, and respect. Rather than blindly relying on generative AI or refusing it, it called for education that fosters critical and independent thinking and students who acquire these skills, while maintaining an open dialogue attitude.

This study explored the effect of introducing Global Englishes perspectives into a semester-long course on English communication anxiety. It involved 13 second-year university students using the Japanese version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Yashima et al., 2009); anxiety levels were measured at three intervals. A within-subjects ANOVA revealed that overall anxiety among the students significantly decreased as the course progressed. Furthermore, focus groups and open-ended questionnaires conducted in Japanese were analyzed using in vivo coding and pattern coding. This analysis demonstrated that a deepening understanding of Global Englishes and exposure to diverse English listening experiences reduced students' communication anxiety and enhanced their confidence, leading to a positive perception of their English ("My English"). These findings suggest that integrating Global Englishes perspectives into English education can alleviate student anxiety and enhance confidence, offering valuable insights for educational practices in English language teaching.

The purpose of this study is to summarize the knowledge and abilities used in the translation process that can improve metalinguistic abilities and English proficiency. To achieve this goal, a qualitative analysis was conducted on translations performed by Japanese learners of English at the beginner to intermediate levels. The study highlights the following two points: (1) Various types of aspects processed by metalinguistic abilities were observed, including linguistic knowledge, pragmatic functions, verbal interaction behavior, and discourse development structures; and (2) The process of translation was elaborated by reorganizing the above aspects.