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Willem B. Hollmann; Kazuko Fujimoto; Masahiro Kuroda – Language Learning in Higher Education, 2024
Modifying and hedging one's claims appropriately is an important characteristic of academic writing. This study focuses on the three main English modal verbs used to express "epistemic possibility" to avoid making strong statements, viz., "may", "might", and "could". The purpose of this corpus-based study is…
Descriptors: Undergraduate Students, Verbs, English (Second Language), Second Language Learning
Sato, Takanori; Hemmi, Chantal – Language Learning in Higher Education, 2022
The benefit of Content and Language Integrated Learning (CLIL) for second language (L2) development has been addressed by second language acquisition theory and investigated by empirical studies. However, previous studies have not demonstrated the effectiveness of CLIL precisely as most of their study participants took CLIL and non-CLIL courses…
Descriptors: Second Language Learning, Second Language Instruction, Undergraduate Students, English (Second Language)
Nagai, Noriko – Language Learning in Higher Education, 2020
This report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese…
Descriptors: Student Attitudes, Native Language, Second Language Learning, Grammar
Kushal Kireeti; Soyhan Egitim; Blair John Thomson – Language Learning in Higher Education, 2024
The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students' perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey…
Descriptors: Peer Evaluation, Personal Autonomy, Student Satisfaction, Foreign Countries
Schmidt, Maria Gabriela; Nagai, Noriko; Naganuma, Naoyuki; Birch, Gregory – Language Learning in Higher Education, 2019
The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the "Can do" schemata of the CEFR and…
Descriptors: Guidelines, Rating Scales, Language Planning, Teaching Methods
Kusumoto, Yoko – Language Learning in Higher Education, 2018
Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for…
Descriptors: Active Learning, Critical Thinking, Thinking Skills, Teaching Methods
O'Dwyer, Fergus; de Boer, Mark – Language Learning in Higher Education, 2015
This article presents two case studies that show how learner involvement and collaboration in assessment are valid pedagogic tools to encourage learner reflection and engagement, particularly where a very traditional approach to language learning is the norm. The authors, who teach in universities in Japan, discuss different but related approaches…
Descriptors: Case Studies, Bilingual Education, Second Language Learning, Second Language Instruction
Nagai, Noriko; Ayano, Seiki; Okada, Keiko; Nakanishi, Takayuki – Language Learning in Higher Education, 2015
This article proposes an approach to explicit grammar instruction that seeks to develop metalinguistic knowledge of the L2 and raise L2 learners' awareness of their L1, which is crucial for the success of second language acquisition (Ellis 1997, 2002). If explicit instruction is more effective than implicit instruction (Norris and Ortega 2000),…
Descriptors: Teaching Methods, Grammar, Second Language Learning, Metalinguistics
Lear, Emmaline L. – Language Learning in Higher Education, 2014
This study explores the effectiveness of guided reflective journals to improve intelligibility in a Japanese higher educational context. Based on qualitative and quantitative methods, the paper evaluates changes in speech over the duration of one semester. In particular, this study focuses on changes in prosodic features such as stress, intonation…
Descriptors: Reflection, Journal Writing, Periodicals, Foreign Countries
Nagai, Noriko; Ayano, Seiki; Okada, Keiko; Nakanishi, Takayuki – Language Learning in Higher Education, 2013
This article sets out to show how to contextualize CEFR descriptors to fit remedial English reading courses at Japanese tertiary institutions. The courses target incoming students who are typically accepted in the fall of their final high school year, and are offered between the time of acceptance and enrolment in the following April. The paper…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Remedial Instruction
Yomo, Minoru; Uni, Kazuhito; Moore, Danièle; Kiyose, Takashi – Language Learning in Higher Education, 2014
Recently, the use of children's picture books to teach English has been increasing in Japan. An advantage of these books is the high proportion of basic vocabulary they include. Can picture books also be useful for teaching Japanese students Italian and increasing their motivation? The present study analyses the effectiveness of employing a…
Descriptors: Second Language Learning, Second Language Instruction, Picture Books, Childrens Literature
Watkins, Satoko – Language Learning in Higher Education, 2015
The fostering of learner autonomy has become an essential element of modern pedagogy and an established object of research. There are many difficulties in providing evidence of learners' development towards autonomy, however, since it is not measurable in a traditional sense. As a learning advisor (LA) at a private language university in Japan, I…
Descriptors: Case Studies, Learning Experience, Personal Autonomy, Reflection