The field of L2 motivation among Japanese university students has been researched extensively. This study investigates low English proficiency students' motivational change based on the frameworks of Self-Determination Theory and the L2 motivation self-system. The results indicate that students tend to rate high in competence, relatedness, and L2 ought-to self.
This paper explores collaborative dialogues by two pairs of Japanese university students in a collaborative English writing task allowing dictionary use. The analysis suggests that a dictionary can help their writing and active knowledge exchange. The dictionary use and its integration into dialogue, however, may have been influenced by their interaction pattern and learners’ value toward the task.
In this paper, we encouraged college students to acquire grammar knowledge using digital materials for review. It was suggested that our materials could improve the proactivity toward grammar learning in terms of learning time and proficiency. Students’ questionnaire showed the possibility of transforming grammar translation into output-based lecture depending on teaching plan.
This paper argues the importance of improvisational speaking activities as space for learners to create meanings and expressions simultaneously. It describes and analyzes a collaborative storytelling activity facilitated by a group of college students in their practice workshop. In so doing, it identifies some advantages of incorporating Impro techniques and some implications for activity facilitation.