This paper looks into proactive learning in proactive, interactive and deep learning, which Ministry of Education, Culture, Sports, Science and Technology has recently promoted. Since proactive learning is mainly composed of self-regulated learning (SRL) and its relevant factors such as self-efficacy and intrinsic motivation, the study investigated relationships between English proficiency and those SRL and relevant factors for Japanese EFL learners. The survey was conducted, in the framework of Zimmerman’s SRL model (1998), to university students (n = 238) in 2023, using a 6-point-Lickert questionnaire (k = 64) concerning English proficiency, four SRL factors (planning, effort, monitoring and evaluation), three mindset factors (general, L2 learning and language acquisition), self-efficacy and intrinsic motivation. Its findings for Japanese EFL learners include: (a) monitoring in SRL and mindset on L2 learning are respectively primary and secondary explanatory factors of English proficiency; (b) higher than lower English proficiency learners excel in most of the factors; and (c) EIKEN pre-second grade level may divide proactive and non-proactive learners.

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In surveys, English learners are often asked, “Do you like learning English?” with the assumption that the more they like learning English, the more proficient they will become. However, is this assumption valid? This study aims to clarify the meaning behind this frequently used question and to identify the factors contributing to a positive attitude toward learning English. First, the question is defined based on studies related to foreign language learning attitudes, emotional psychology, and language learning motivation. A longitudinal study was then conducted with 365 high school students over three years, during which questionnaires including this question, along with English proficiency tests, were administered. The following results were obtained: First, liking learning English is not necessarily associated with higher test scores. Second, students’ attitudes toward learning English remained largely stable throughout the three years, with no substantial overall shift observed. However, among those whose attitudes did change, more students shifted in a less positive direction than in a more positive one. Third, the clearer the students’ future vision related to their L2 Ideal Self and international posture, the more positive their attitude toward learning English became. Based on these findings, educational implications are proposed.

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Functional foreign language proficiency among workers is essential for Japanese companies to succeed on a global scale. However, many Japanese professionals face challenges in international communication due to limited foreign language skills. This paper aims to highlight the challenges faced by a Japanese working adult studying business English skills independently. One year's worth of interview data, email exchanges, and session notes were analyzed through thematic analysis to gain a deeper understanding and compared with the survey results from the Institute for International Business Communication (IIBC) (2019, 2023). The findings reveal the struggles faced by the Japanese self-directed working adult learner, which complement the IIBC’s survey results. Particularly, the study highlights the challenges of studying outside a traditional classroom setting and learning limitations imposed by social contexts. Additionally, the study underscores four key considerations for the learning of self-directed working adult learners in an EFL context.

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This paper proposes a three–tiered typology of the locus of feedback activity that acts as a conceptual framework for researching and analyzing feedback interactions in virtual exchanges (VEs). The three types correspond to three loci at which feedback can occur, termed suprapersonal, interpersonal, and intrapersonal. The suprapersonal level includes all those interactions where students are mainly providing and receiving feedback as a member of a pair or a group. The interpersonal level describes those feedback interactions in which students are independent actors in feedback exchange. This could either be with a peer in a foreign classroom (expert peer) or a peer in their home classroom (near–peer). The third level, intrapersonal, seeks to capture the cognitive and affective domains of feedback activity. It includes the internal dialogue that students engage in to make sense of feedback which influences learning beliefs and behavior. This framework is applied to case study data gathered from a VE between university students studying English in Japan and students studying Japanese in the US. The framework proved useful for exploring the feedback activity that occurred within the group, the peer and the self.

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Japanese English as a foreign language (EFL) readers, especially less proficient readers, reportedly have difficulties in predictive inference generation. The present study examined factors that would make it difficult for them to generate predictive inferences. Four versions of each story, which have a contrasting nature with a different storyline rather than different linguistic difficulty levels, were prepared to examine the textual influences on predictive inference generation via a probe word recognition (Experiment 1) and think-aloud (Experiment 2) tasks. The results of Experiment 1 showed that response time (RT) did not make a significant difference among four story versions. The results indicated that even when using text that can easily generate predictive inferences, it is difficult for Japanese EFL readers to generate them. To examine why Japanese EFL readers have difficulty in generating predictive inferences, we analyzed their cognitive processes during reading through the think-aloud task. The results of Experiment 2 demonstrated that the participants produced varied reader responses based on their impressions during the reading in all the story versions. The findings suggest that impression formation that does not facilitate the generation of predictive inferences may serve as a potential disincentive for their production by readers.

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Previous studies have found speaking activities can reduce learners’ speaking anxiety. However, few studies have explored the effects of English Mini-Bibliobattles on the speaking anxiety of high school students. In this activity, students briefly introduce their favorite books, engage in discussions, and vote to determine the best one. In the present study, 70 students from two classes, categorized by different proficiency levels, participated in English Mini-Bibliobattles over five days, which included a three-day preparation period. Pre- and post-survey results revealed that speaking anxiety could be categorized into four factors and was significantly reduced through the activity, with various changes observed across the factors. Furthermore, proficiency level had no significant influence on the reduction of speaking anxiety. The activity also stimulated students’ interest in books introduced by their peers, and many reported enjoying the experience. Pedagogical implications and limitations are discussed.

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As the influence of Artificial Intelligence (AI) on our daily life continues to grow significantly, the practice and research of AI-Assisted Language Learning (AIALL) have also expanded. In this classroom practice study, 39 Japanese university English as a Foreign Language (EFL) learners were encouraged to use an AIALL app both for class assignments and for self-study over eight class sessions. After each session, the participants completed surveys evaluating the perceived usefulness of the app’s AI features. The results indicated that the participants found the AI-supported functions, particularly the corrective feedback feature on writing tasks, to be beneficial for their learning. Additionally, the participants generally had positive perceptions of the usefulness of the self-study materials suggested based on their performance on a proficiency test on the app and their personal settings. The study also revealed that participants became skeptical about the app’s usefulness when the AI’s evaluation mechanisms lacked transparency or when the system malfunctioned. Furthermore, issues such as the need for improved personalization features tailored to individual learners and for mechanisms to foster a sense of achievement were identified as challenges in sustaining autonomous learning when using an AIALL app.

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Despite the importance of enhancing pre-service English teachers’ intercultural understanding, few previous studies have suggested effective classroom activities to achieve it. The present study designed an activity titled “Intercultural Understanding Support Discussion.” It was conducted repeatedly during an English teacher training course on intercultural understanding in a university and its effects were measured. Participants included 37 students majoring in education at a university in Japan. During the activity, the participants practiced encouraging their imaginary friends or colleagues to help with their cultural understanding in English. The activity had seven objectives for enhancing intercultural understanding and one objective about learning English. Surveys, weekly assignments, and writing tasks were analyzed to examine the achievement of these objectives, participants’ motivation, and their perceptions of the activity. The results indicated that the activity was effective in enhancing pre-service teachers’ intercultural understanding and English language skills. Additionally, most participants were strongly motivated. However, some aspects require improvement, such as the length of the pre-speaking preparation time and instructions for avoiding cultural overgeneralization.

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This study investigates the impact of a learning log-based instructional design that integrates critical thinking (CT)-infused written tasks on the CT performance of Japanese L2 students. The learning logs, used to document students’ learning experiences and reflections, were enhanced with CT-integrated tasks such as opinion articulation, text summarization, and reflection on discussions within an oral communication course involving 21 lower to intermediate-level freshman students. A mixed-methods approach was employed, using opinion paragraph writing tests, learning log entries, and students’ self-reflections to evaluate the intervention’s effectiveness. Results demonstrated significant improvements in students’ CT performance in focus, content, and correctness. Analysis of the learning log entries indicated that students across different CT performance levels adhered consistently to the framework of expressing CT utilized in class, though with varying depth and complexity. Students’ self-reflections revealed that the CT-infused learning logs were perceived as instrumental in enhancing their style and focus. These findings underscore the potential of learning logs as a valuable pedagogical tool for improving CT performance in L2 contexts and emphasize the role of writing as a medium for deep cognitive engagement and improved articulation of thought.

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In English as a Foreign Language (EFL) education, addressing intelligibility presents unique challenges, necessitating exploration of interventions aimed at raising phonological awareness. This practical study investigated the effectiveness of instruction on syllable perception among Japanese university students in English pronunciation, with the goal of improving English intelligibility. The study employed different instructional methods to two groups of university freshmen. One group, the Phonological Instruction (PI) group, received instruction that explicitly used linguistic terms such as phoneme and syllable, along with phonemic transcriptions as their representations. The other group, referred to as the non-PI group, was taught without the use of such terminology or phonemic symbols. A total of 38 Japanese EFL students participated in the study. Both groups received 20 minutes of instruction per week over seven weeks in their first semester. They counted syllables in nonwords before and after instruction. A generalized linear mixed model was conducted to examine the effects of the two types of instruction. Despite the absence of significant effects observed between pre- and post-interventions regardless of the instruction type, this study may be considered an innovative endeavor to address challenges in Japanese university English education, particularly in the domain of pronunciation instruction.

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