This paper examines differences in the portrayal of Kenji Miyazawa in elementary school Japanese language textbooks, educational manga, and films. Traditional biographical instruction using only a single text has often been criticized for its limitations, such as preventing learners from engaging with the subject from multiple perspectives or from noticing the author’s voice in the text. In addition, the perceived distance between the biographical subject and the learner has been pointed out as a persistent issue. To address these problems, this study employed comparative reading using multiple texts, including educational manga and films. The aim was to explore the potential of multimedia education and to demonstrate the value of new approaches to biographical materials. The analysis revealed differences in narrative styles across the media and shifts in the image of the subject that each medium conveyed. Furthermore, in classroom practice with fourth-year university students, it was found that each text presented a different impression of the subject. The findings suggest that exposure to diverse aspects of the subject through multiple media can help bridge the gap between the subject and the learners.

　　 This study aims to compare and examine the effects of two different methods of error correction using metalinguistic written corrective feedback: one implemented individually and the other collaboratively among learners. Sixty-four Japanese university students were divided into two groups: an individual correction group and a peer correction group. The study examined relative effectiveness using an untimed grammaticality judgment test, which measures grammatical knowledge accuracy, and an English translation test, which assesses accuracy in actual English writing. As a result, peer correction outperformed individual correction in both tests. To explore the reasons behind this outcome, language-related episodes (LREs) that occurred during collaborative correction were visualized and analyzed qualitatively. The findings indicate that peer correction offers opportunities for metalinguistic thinking, attention to linguistic forms, and awareness that may not be achieved through individual self-correction.

　　This study aimed to clarify the current status and issues in the development of home economics education in International Baccalaureate (IB)-accredited schools in Japan. The research methods included a literature review, a questionnaire survey of home economics teachers working in IB-accredited schools, and interviews. The survey was conducted with special attention paid to the subject perspectives and practices of design in the Middle Years Programme and to technology and skills development. Interviews were analyzed by grouping and diagramming using the KJ method. We clarified the relevance of the IB curriculum to home economics, issues in design, and the current status and characteristics of the curricula of classes in which the IB approach is practiced. Based on these results, we offer suggestions for future technology and skills education and consumer education related to production in home economics courses, such as the possibility of developing a system in which students themselves decide what to produce and then acquire technology and other skills in the planning and execution of their work.

　　The purpose of this study was to analyze the realities of “literary argumentation,” in which learners seek the validity of their imaginations and impressions through their encounters with literary texts, and to examine the ability to create literary argumentative writing. The research method was a qualitative analysis of learners’ literary argumentative writing, with the nature of interpretation analyzed using Gadamer’s hermeneutics and Yamamoto (2011) as a framework to examine the ability to create literary argumentative writing. This study revealed that the ability to create literary argumentative writing consists of three aspects: “the ability to select and coordinate one’s own experiences and thoughts to engage with the textual world,” “the ability to reflect on one’s own engagement with the text,” and “the ability to construct textual coherence and value through dialectical reasoning.”

　　In recent years, postmodern picture books have come to be recognized as teaching materials in the field of reading instruction within Japanese Language Arts pedagogy. However, it remains unclear at what stage Japanese learners begin to engage with specific aspects of postmodern picture books. Therefore, the purpose of this study was to examine the value of postmodern picture books as teaching materials, while clarifying how Japanese learners react to such books from a developmental perspective, through a survey of fourth- and sixth-grade elementary school students and second-grade junior high school students. As a result, it was difficult to conclusively affirm that students exhibited responses specific to postmodern picture books during their initial reading impressions. Nevertheless, when learners engaged in small-group discussions without direct or explicit instruction, it was suggested that postmodern picture books hold educational value in enabling even fourth-grade students to shift their interpretive stance, relate the text to their own experiences, and read in ways that allow them to critically reflect on and relativize their own values.

　　This study examined the effects of self-assessment using rubrics on students’ ability to self-regulate their learning in English classes. A total of 254 fifth- and sixth-grade students participated in the study. The researcher taught a seven-hour unit about giving a presentation in English at an elementary school. At the beginning of the unit, participants received a self-assessment card featuring rubrics. They then prepared their own presentations by referring to the rubric-based self-assessment card. Following the presentations, participants self-assessed their work using the rubrics provided. A questionnaire assessing pupils’ abilities to self-regulate their learning was administered before and after the unit. The findings revealed that fifth- and sixth-grade students already possessed basic self-regulation skills. Participants reported higher self-regulation abilities after the lessons. Notably, fifth-grade students showed greater improvements in learning self-regulation. This study indicates that rubric-based self-assessment might improve students’ ability to self-regulate their learning in English classes at the elementary level.