Identity issues have been an area of focus in language learning motivation scholarship. However, the role of national identity in language learning motivation has not received sufficient attention. In response to the timely call for reflections on nationalism and language education, this study examines how political nationalism and cultural…

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact…

Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang's (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3),…

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates…

L2 extensive reading (ER) research primarily studies intermediate and upper-intermediate learners, but few studies investigate beginners. This study addresses this gap by reporting on beginner Japanese as Foreign Language (JFL) learners' attempts to do ER according to Waring and McLean's (2015) ER principles. In this study, 13 second-semester…

Purpose: This study builds a new system for automatically assessing learners' speech elicited from an oral discourse completion task (DCT), and evaluates the prediction capability of the system with a view to better understanding factors deemed influential in predicting speaking proficiency scores and the pedagogical implications of the system.…

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…

Over the past 15 years, the L2 motivational self system (Dörnyei, 2005, 2009) has been a dominant framework in the field of second language (L2) motivation. Yet, since the model's introduction, there has been a theoretical discordance between the two components associated with future self-images (the ideal L2 self and the ought-to L2 self) and the…

This study reports on the findings of a questionnaire administered to 93 students studying Japanese as a foreign language (JFL) at British universities, focusing on their views of the role of grammar in their learning of Japanese. Learners' views are important because mismatches with their teachers' views can affect their learning negatively.…

With the internationalisation of higher education, many universities in non-English-speaking countries have started offering English-medium instruction (EMI) courses. In Asia, in addition to the challenges caused by instructors and local students not being L1 speakers of English, the recent study-abroad trend has added more complexity to…

This paper draws on identity narratives that were collected annually over a four-year period from two heritage language learners of Japanese at a U.K. university. This paper observes how 'fixity' (discreteness, static and fixed identities) and 'fluidity' (hybridity; creative and flexible identities) co-exist with each other in learners'…

Learning Japanese has become very common amongst Taiwanese high school and university students, ranking the second most sought for language. A concise study of the likeable activities in a typical language class for the Taiwanese students seems to be quite useful. Therefore, the present study has concentrated on the senior high school students'…

The strength of English learners' second language reading is closely associated with academic success. Using qualitative research methods and verbal protocols, this study examines four elementary-level English learners' uses of reading strategies and describes how each English learner employs these strategies while reading both culturally relevant…

In accordance with the multilingual turn in SLA (May, S. 2014. Introducing the 'multilingual turn'. In "The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education," ed. S. May, 1-6. New York, NY: Routledge), researchers are now directing more attention to the motivational dynamics associated with learning multiple…

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research…