This paper discusses how old and new curricula and textbooks for Grade 1 in Myanmar have been changed by the Project for Curriculum Reform at Primary Level of Basic Education (CREATE). In this project, from 2014 to 2021, the Japan International Cooperation Agency (JICA) supported curriculum development and textbook revision to shift education in Myanmar to a “child-centered”approach. The textbook materials of the Grade 1 national language course had been limited to learning characters and poetry, but, through discussion, they now include story-teaching materials and teaching materials for speaking/listening and expanding vocabulary, while still focusing on character learning. The significance of this study is to improve future support by recording and discussing the first full-scale case of expanding the know-how of Japanese language education overseas.

　　This study focused on the identity transformation of the first author, from a teacher to a teacher educator, engaged in shaping physical education (PE) in developing countries as an international volunteer. It aimed to clarify the influence of his experience on internal transformation through selfstudy. The following textual data were analyzed qualitatively using SCAT: (1) the interviews conducted with two groups of critical friends and (2) the diary maintained by the first author. The results revealed that international volunteers, who are dispatched to large schools and are engaged in PE development, self-categorize as PE teacher educators. In addition, for international volunteers who feel conflicted as PE teachers, having successful experiences as PE teacher educators will be a factor that will advance their identity development as PE teacher educators.

　　This study aims to examine whether using YouTube during English lessons can improve junior high school students’ motivation, learning behavior, and listening ability. One-hundred-four students were assigned to either an intervention group or a waiting-list group. The intervention group took lessons utilizing YouTube during the first six weeks and studied English with only textbooks during the latter four weeks. The students watched YouTube videos and worked in groups to understand the content. Meanwhile, a waiting-list group studied English with only textbooks during the first six weeks and viewed YouTube during the latter four weeks. Pre-, post-, and follow-up questionnaires and listening tests were conducted, and the results were analyzed by a linear mixed effect model. The results revealed significant improvements in students’ motivation toward learning English and students’ English study time outside the classroom, either with non-authentic materials or authentic materials. The results did not demonstrate a significant difference in listening ability improvement between the two groups.

　　The purpose of this study was to develop a scale of language learner engagement consisting of five constructs (i.e., behavioral, cognitive, emotional, agentic, and social) and to examine whether students’ level of engagement had a relationship between their achievement or teacher support. Participants were Japanese junior high school (JHS) students studying English in an EFL context. First, exploratory and confirmatory factor analysis of 639 JHS students’ responses resulted in a 16- item scale with robust psychometric properties with four distinct factors: behavioral-cognitive, emotional, agentic, and social. Second, Pearson’s correlations, structural equation modeling, and comparison of rankings between groups demonstrated that emotional engagement had a particularly significant impact on learner achievement, and that there was a close relationship between teachers’ support for learner engagement and students’ actual engagement. Based on these results, practical suggestions to encourage learner engagement and prospects for further research are discussed.

　　This study was aimed to help students acquire “knowledge about strategies” and, through applying this knowledge, develop their data interpretation ability. The results, based on an analysis of “descriptions of reports on data interpretation,” a “questionnaire survey,” and a supplementary interview survey, showed that students realized the usefulness of strategies and did not acknowledge difficulties in using strategies. Thus, they acquired “knowledge about strategies” in the classroom practice to derive Hooke’s law. The students were also able to apply the “knowledge about strategies”in the classroom practice to derive Ohm’s law. Thus, we conclude that their data interpretation ability was developed through both of these classroom practices.