This paper examined EFL learners’ demotivation reduction through goal setting, based on the hypothesis model. Based on the previous illustrations, there are no studies that examine demotivation reduction on the basis of the proper demotivation process. In the session, the participants learned English patterns. The session was conducted over six weeks. There were significant differences between the before and after sessions in all three goal factors, yet the difference in the two demotivators before and after the session was not significant, and the demotivator level of negative feeling toward English learning Äi0became higher. Also, it was difficult to say that the demotivator level becomes low, however high their achievement is. It was impossible that the demotivator level becomes low, however strong their feeling of achievement is. There were almost no correlations between the three goal factors and two demotivators, and none of the correlations were significant. Based on Satake (2017, 2018) and the present study, whether there is goal setting or not, English study is strenuous, and so, demotivation always sticks with learners. Key Words: Demotivation Reduction, Goal Setting, Educational Intervention

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This study examines clues to activate the connection between junior high schools and elementary schools in English education in Kochi Prefecture through language teacher cognition. Ten English teachers in junior high schools answered three main questions about the connection. The analyses revealed three things. First, taking over and sharing information about students and English classes are needed between teachers in junior high schools and in elementary schools. Second, the appreciation of the CAN DO Lists of elementary schools is high, and those CAN DO Lists have the potentiality to influence the classes in junior high schools. Third, the importance of the continuation of the English classes between junior high schools and elementary schools is recognized. These findings show the English teachers’ beliefs are disturbed by the inadequate connection system of English education and their inadequate understandings of the good use of CAN DO Lists.

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In 2018, the KOSEN National Institute of Technology, Japan introduced the Model Core Curriculum (MCC) as a guideline specifying the technical, basic, and specialized knowledge that all students at KOSEN should aim to achieve. The MCC emphasizes the necessity for students to achieve a certain level of English skills to communicate in a global society. To help students attain that goal, presentations, debates, and discussions in English are conducted based on the level of English. This study focuses on an English class wherein each student was asked to make two presentations in English. Although all 31 of the students had little prior experience in giving English presentations, their progress was impressive. In particular, the results revealed that they learned effective presentation skills by observing the presentations of their peers. Based on the findings drawn using five evaluation points and feedback from students, we have made recommendations that could help improve their English communication skills.

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The purpose of this study is to investigate an effective approach to teaching writing to first year junior high school students to enhance their motivation. The Course of Study for Foreign Language emphasizes the importance of relationships and interactions among learners in English lessons. Cooperating with a local public school, inventive writing instruction focusing on collaborative learning and purpose driven writing was practiced throughout the school year. In this paper, three case studies will be discussed to illustrate the effects of this inventive writing instruction. Class observation and the students’ writing portfolios were used to assess the students’ progress. This paper concludes that inventive writing instruction would be effective to motivate students in writing. However, the results in the writing portfolios show that further concrete teacher support would be imperative for continued improvement in the students’ individual writing skills.

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In Japan, the number of immigrant children has been on the rise, and some in high schools find it difficult to have a good command of the Japanese language. However, the immigrant schoolchildren who want to enter established universities in Japan often take English–Japanese translation tests. For some immigrant children, translation questions from English into Japanese are difficult to deal with. Although this is unfair to some immigrant children, few researchers have shed light on the issue. Therefore, this paper reveals whether Japanese native speakers’ translations could differ from those of non-Japanese native speakers’ English–Japanese translation tests. Four English–Japanese translation tests were used. The participants in this study were twenty-one graduate students: ten Japanese native speakers, ten non-native speakers and one Chinese–Japanese bilingual participated in the study. To analyse the translations, cluster analysis and descriptive analysis were used. Cluster analysis found six clusters, most comprising participants who shared the same native tongue. Descriptive analysis revealed that translated Japanese words were different between native Japanese speakers and non-native speakers. These results suggest that it is necessary to take into consideration the viewpoints of both examination administrators and immigrant children.

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