Japanese EFL Learners’ Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests

This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in second language (L2) interaction as seen from an interactional perspective. This study delves into the nexus of scholarly and pedagogical perspectives, accommodating Japanese EFL learners’ interactional needs to self-mediate own silence as an interactional resource by using repair strategies in L2 interaction. It specifically examines the pedagogical approaches reflected in English language teaching (ELT) materials designed for Japanese EFL learners, aiming to raise awareness of multi-faceted use of silence and repair as a part of cross-culturally invisible turn-taking practices from three perspectives: (1) pedagogical approaches involving silence in L2 interaction in scholarly articles, (2) learning materials produced specifically for Japanese EFL learners and (3) Japanese EFL learners’ perspectives on Conversation Analysis-informed learning resources identified in empirical studies. Drawing on this analysis, this study aims to deepen our understanding of current practices and bridge the gap between theory and practice to facilitate L2 learners’ interactional repertoires through material development informed by a holistic perspective.

This article reports on a mixed method study that investigated the differences in Japanese EFL (English as a foreign language) learners’ satisfaction toward two different online teaching formats incorporated in universities during the COVID-19 situation: synchronous online courses (n = 324) and asynchronous on-demand courses (n = 323). Applying the items of the previously developed online satisfaction scale in the literature of online learning to EFL learning contexts, this study examined learner satisfaction from three main factors, engaged learning, agency, and assessment, as a quantitative inquiry. According to the Mann-Whitney U test, there were significantly higher results of engaged learning and assessment in synchronous online courses than in asynchronous ondemand courses, indicating a higher level of learner satisfaction in synchronous online courses. In addition, based on the qualitative textmining analysis of learner comments on their perceptions of the online courses they had taken, findings suggest that synchronous online courses accounted for higher percentages of positive comments compared to those in the asynchronous on-demand courses. This study shows that synchronous online teaching ensured higher satisfaction among Japanese EFL learners than asynchronous on-demand courses.

BackgroundWhile self‐regulated learning (SRL) strategy‐based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy‐based writing instruction, despite the availability of various online platforms.ObjectivesThis study proposed an SRL strategy‐based instruction for technology‐assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self‐efficacy beliefs and perceived acceptance of technology.MethodsThe research design used was a pre‐experimental pre‐test, post‐test and delayed post‐test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8‐week period, these students received SRL strategy‐based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self‐efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post‐hoc tests, and examination of the effect sizes.Results and ConclusionThe results showed statistically significant improvements in students' writing performance, SRL strategy use, self‐efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology‐enhanced writing environment.

This article reports on an empirical study investigating what makes Japanese learners of English as a foreign language (EFL) unwilling to speak English, regardless of their learning period, proficiency level, and location of the communication. The current study focuses on the self-perception of second language (L2) English abilities, anxiety, and interlocutors as possible causes of their unwillingness to speak L2 English, compared with first language (L1) Japanese. An online questionnaire was administered to 27 Japanese undergraduate students (age: 19–22) with non-English majors at a national university in Tokyo, Japan. The results show that the elements depressing the self-perception and willingness to speak are fundamental to managing human relationships in speaking situations, which have more impact on L2 English than L1 Japanese contexts. This is attributable to other-directedness, which has been discussed as being characteristic of Japanese and Chinese EFL learners. Furthermore, it appears plausible to assume that the other-directedness derives more from “considerations for others” than “face-saving.” Future work will further investigate what constitutes Japanese other-directedness, compared with Chinese EFL learners’.

This study investigates how distance-invoked difficulty, proficiency level and cross-linguistic similarity affect error occurrences by analysing 240 English compositions from Chinese and Japanese learners of English as a foreign language (EFL). Dependency distance was used as a metric to measure distance-invoked difficulty and four major types of dependency relations were investigated. The findings reveal that low- and middle-level Chinese and Japanese EFL learners have higher error rates with long-distance dependency relations, but high-level learners can overcome the distance-invoked difficulty and make fewer errors. Chinese and Japanese EFL learners make more errors in long-distance adverbial and relative clauses than in short-distance ones, which are L1-dissimilar dependency relations. They make fewer errors in L1-similar relations, i.e., long-distance subject-predicate dependency relations. Japanese EFL learners, however, showed no significant differences in error rates between long- and short-distance predicate-object dependency relations. The results indicate the complex interaction between the EFL learners’ cognition, proficiency and L1.

Ouyang and Jiang (2018) measured the second language proficiency of English as a foreign language (EFL) learners based on the probability distribution of dependency distance. However, the typological features of the native language (Chinese) and the target language (English) they adopted are generally considered similar in word order and dependency direction. In addition, their method of classifying the learners’ proficiency levels is based on the learners’ grades, which might weaken the validity of the results. These results are strengthened and verified further in the current research by analysing a treebank of Japanese EFL learners’ interlanguage since their native language and the target language are typologically distinctive. Moreover, the TOEIC score was used as a benchmark to classify the second language proficiency levels of the learners. We found that (1) the mean dependency distance can measure the syntactic complexity of Japanese EFL learners’ interlanguage; (2) constrained by human working memory, the probability distribution of dependency distance based on Japanese EFL learners’ interlanguage follows certain distribution patterns as unveiled in other natural human languages; (3) the parameters of the right truncated modified Zipf-Alekseev distribution can well reflect the changes of the Japanese EFL learners’ second language proficiency, indicating the development of interlanguage.

This chapter suggests a pedagogical approach that promotes students' critical thinking (CT) in English as a Foreign Language (EFL) courses. The Japanese Central Council for Education has stressed its importance, which was reflected in the revised 2021/2022 Japanese National Curriculum. However, although the curriculum describes approaches for fostering CT, concrete approaches are not sufficiently presented. The pedagogical approaches of the IB may contain some suggestions for developing CT in Japanese EFL contexts. First, this chapter introduces the transitions created by Japanese educational reform and their relationship with fostering CT. Second, CT approaches in the EFL context and the IB's theoretical background relating to CT are extracted and examined. Finally, a possible integrated CT approach is suggested based on the IB's framework and alignment with the revised curriculum. The analysis indicates that an integrated CT approach to EFL learning should be balanced between levels of CT attributes and Japanese EFL learners' English proficiency levels.

Although advising in language learning (ALL) in the Japanese setting for English as a foreign language (EFL) is indispensable, its domestic dissemination remains in an embryonic stage. As a suggested solution, a semi-structured ALL program was developed in a recent study, whose effects are investigated in the present study. The newly developed program is tailored to lead learners toward subjective well-being with active engagement in language learning. Furthermore, it includes several novel and unique features such as specific tasks allocated to particular sessions. Therefore, the research questions regarding its effects are as follows: (1) To what extent do Japanese EFL learners achieve their active engagement and (2) subjective well-being through the semi-structured ALL program? (3) How do they evaluate the usefulness of the program? Quantitative data from 15 Japanese EFL advisees who underwent the semi-structured program were statistically analyzed, and the results were supported by qualitative data. Overall, the program contributed to Japanese EFL learners’ active engagement and subjective well-being. Moreover, participants recognized most of the program’s features as useful. However, some parts remain to be improved. The discussion section argues both aspects in as much detail as possible.

Understanding a single English accent is becoming insufficient for English language learners because they are likely to encounter both first (L1) and second‐language (L2) speakers of English in various contexts. Hence, different English accents have been incorporated into the recordings used for L2 language assessments, specifically listening comprehension (LC) tests. However, the efficacy of tests using various English accents is not definitively established in the English as a foreign language (EFL) literature. Furthermore, there has been limited investigation specifically into how learners perceive the level of difficulty in comprehending various accents during listening assessments. Therefore, this study examined how the LC scores and comprehensibility ratings (ease of understanding) differed depending on accents. Seventy‐nine Japanese adult EFL learners took a multiple‐choice question‐type LC test featuring three different English accents (i.e., American, British, and Japanese) and then rated how difficult it was to understand each accent. The findings showed that, although the LC test scores did not differ significantly by accent, the participants perceived the British and Japanese accents as more difficult to understand than the American accent. The results imply that while sharing L1 with the speakers and familiarity with a certain accent may not affect speech comprehension, greater familiarity with a given accent can ease comprehension. The findings thus can shed light on the inclusion of a variety of accented speech in language tests and pedagogical instruction.

Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and cultural backgrounds. This article demonstrates how the attitudes of EFL (English as a Foreign Language) Japanese learners and teachers and other (unobservable) factors influence the classroom interactional patterns. One important factor is the Japanese EFL learners' attitudes towards the role of English within their society; since they do not feel any immediate needs for English use (as a language awareness attribute), they would rather direct their interactions toward `self-expression' and `personal growth' rather than authentic communication. The second factor is anxiety, which inhibits Japanese learners from initiating conversations, raising new topics, and challenging their teachers. The third factor is Japanese culture, which is characterized by valuing indirect speech, face saving, group conformity, reticence, competition avoidance, and preference for teacher dominated classrooms. The fourth factor pertains to Japanese English (JE) as a different form of English which imposes certain interactional patterns like quick turn-taking, more frequent use of repetitions, and backchanneling. The fifth factor is Japanese learners' motivation and disunity in their learning styles. The last factor is concerned with the idea of `willingness to communicate' (WTC) in L2 situations. It is supposed that cooperative learning and critical thinking can promote WTC. Based on these factors some pedagogical suggestions for Japanese EFL context are offered.

The concept of Willingness to Communicate (WTC) is essential for understanding Japanese learners’ engagement in English as a Foreign Language (EFL) classrooms. WTC, a complex construct that varies throughout interactions, is influenced by several factors, including corrective feedback. This study examines the situational WTC of four Japanese EFL learners, focusing specifically on its relationship with corrective feedback, an essential tool for teachers to help students recognize and correct their errors. The research involved low-intermediate and advanced speakers who participated in interactive communicative tasks with the researcher. Data were collected through recorded and transcribed spoken interactions, supplemented by participants' self-evaluations and a stimulated recall interview conducted after each activity. The analysis combined quantitative and qualitative methods to reveal fluctuations in WTC influenced by feedback type, timing, and delivery method. Findings offer valuable insights into effective feedback strategies, emphasizing their potential to enhance students’ WTC, engagement, and overall language proficiency in EFL contexts. This study underscores the dynamic nature of language learning and highlights the crucial role of well-timed, constructive feedback in fostering communicative competence and motivation among Japanese EFL learners.

High Variability Phonetic Training (HVPT) is a perception-based pronunciation training which has brought about progress in both perception and production in English as a Foreign Language (EFL) classrooms. This could be due to the increased exposure to second language sound varieties presented at random, which is unique to HVPT. Progress in production, however, was usually slower than in perception. One explanation for this is that, in EFL contexts, the learners have fewer chances to find clues on how to articulate the target sounds, such as /r/, since HVPT only provides acoustic images. This study examines the effect of explicit instruction before and during HVPT training. The participants were shown a video on how to articulate the target sounds, and were asked to repeat the sounds after the stimuli during HVPT. The results showed significant increases, particularly in production. On a follow-up questionnaire, a majority of the participants expressed that they benefited from the inclusion of explicit instruction.

The purpose of the present study is to investigate the effects of branching type (Factor 1) and grammatical function of noun phrase (NP) (factor 2) of English relative clauses on interlanguage performance among Japanese learners of English as a foreign language (EFL). The sentence combining test was administered to Japanese learners of English. Results indicated that both of the two factors significantly determine the difficulty of English relative clauses. Left-branching (center-embedded) relative clauses have a tendency to be more difficult than right-branching ones. Moreover, it is implied that subject-relative clauses are answered more accurately than object-relative clauses. These findings suggested that branching type and grammatical function of the noun phrase are complimentary determine the difficulty level of English relative clauses. The results implied the validity of KAWAUCHl's (1988) hypothesis that the difficulty order of relative clauses is as follows : OS > 00 > SS > SO. The results are also discussed with the recent theoretical frameworks in psycholinguistic research. The limitation of the present investigation and the directions of the further research are also discussed.

The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short speeches and engage in conversations with a researcher, during which their periods of silence were observed and recorded. All participant utterances were meticulously transcribed and analysed. Additionally, participants self-assessed their WTC for each utterance, and a stimulated recall interview was conducted to gather in-depth qualitative data. The results generally indicated that participants’ WTC was somewhat decreased when silence occurred between and during utterances. However, the findings also revealed the intricate and multifaceted nature of silence in relation to WTC, underscoring the need for a deeper understanding and nuanced consideration of learners’ silence. This study highlights the complexity of the interplay between WTC and silence, suggesting that silence should not be solely viewed as a negative phenomenon but rather as an integral part of the communicative process that warrants careful analysis and understanding.

The present study examines effects of focus-on-form (FonF) instruction on the development of the use of the past counterfactual conditional among Japanese learners of English as a foreign language (EFL). The researcher developed instructional techniques for inducing cognitive comparisons by means of a written modeling method. The study included three groups of university students (N = 84): (1) an Explicit FonF group (EFF), which received model texts and explicit grammar instruction after second language (L2) writing; (2) an Implicit FonF group (IFF), which received only model texts after L2 writing; and (3) a Focus on Meaning group (FonM), which engaged in L2 writing only. The results showed that EFF outperformed IFF and FonM, and that IFF outperformed FonM in the written sentence-completion test. The data indicated that approximately 56% of the noticed linguistic features of IFF were for grammar, and that approximately 44% of students in the IFF condition noticed the target form while comparing their own texts and the model texts. The author argues that FonF instruction, which helps L2 learners make cognitive comparisons, has a more significant effect on the development of their productive knowledge of the target form than FonM instruction, in which learners are not involved in making cognitive comparisons.