This paper revisits the concepts of intelligence, language, and language education by considering “cyborg,” “language games,” and “plurilingualism,” and discusses the use of machine translation in English education. The use of artificial intelligence (AI) does not negate human intelligence because human intelligence inherently involves the use of media and tools; humans may be described as “natural-born cyborgs.” An analysis of language into the specific activity of language games reveals that the usefulness of machine translation depends on particular language games. English-language education from a monolingual perspective discourages the use of machine translation because it involves learners’ native language (Japanese). However, educators must realize the diversity of the use and learning of English, ranging from a transient and spontaneous conversation to extended and reflective writing. Language education from a plurilingualism perspective encourages foreign-language learners to use all of their linguistic resources (including their native language skills) in various language games. A discussion on the introduction of machine translation into English education should be specific on a case-by-case basis, not categorical on an either-or basis.

In recent years, critical thinking has become increasingly important in English education in Japan. However, there has been little research conducted on the measurement of critical thinking skills. Thus, this study aimed to examine the validity of a pilot test to measure the critical thinking skills of Japanese EFL learners to obtain useful information for further research. In reference to the Courses of Study and previous research on critical thinking, the construct of critical thinking skills was organized into three categories: (a) clarification－identifying the main points of content, (b) basis of inference－judging the reliability of information, and (c) inference－inferring facts and conclusions from content. Based on this construct, this study developed a multiple-choice-items English test and analyzed the test items using item analysis and factor analysis. The result indicated that the item difficulty of this test was appropriate for the test takers whose English proficiency was at the A2 level of the CEFR. In addition, three factors were extracted, which were the same as the construct of critical thinking skills defined in this study. This study also provides suggestions for developing a critical thinking test with higher validity and reliability.

Tasks of using songs as authentic material have been widely adopted in ESL/EFL classrooms, as they can attract learners and motivate them to learn English. Some studies and reports on practical applications have also reported these effects. However, the adoption of music is still not the mainstream in the ESL/EFL context, being treated as just a tool with entertaining or additional materials. The present study targets songs as more direct and effective resources for improving learners’ pronunciation with singing tasks and attempts to incorporate songs into class activities and a better selection of songs are discussed. First, we attempt analyses of current textbooks featuring English songs, followed by examples of techniques for conducting singing tasks in both in-person and online classes. We then discuss criteria for choosing songs, focusing on learners’ familiarity with old/new rhythm patterns and the variations in the syllables mapped onto musical notes. The experimental results suggest that new songs are not necessarily in demand among learners.