In tertiary English language education in Japan, the pursuit of academic excellence often overshadows critical emotional and relational factors for effective learning. Our ongoing research delves into the complexities faced by non-national scholar-practitioner faculty members in Japan, focusing on primary insights into well-being and support. Our collaborative model integrates expertise in...
Learners’ successful application of their learning to later practical situations is called transfer of learning. Considering transfer of learning as one of the fundamental goals in education, educational psychologists started to examine what triggers this phenomenon more than a century ago. The central theory at that time was called the identical element theory, which claims that transfer is...
Navigating the intricate landscape of motivation in English language learning, cultivating a positive perception emerges as a fundamental factor. An exploration of this interplay through the dopaminergic system highlights that positive reinforcement not only activates neural pathways but also instigates behavioral adjustments and facilitates memory formation. Conversely, a lack of perceived...
Some teachers may have the experience of students terminating their L2 speech immediately after an allocated speaking task has been completed in minimal fashion and teachers have struggled to increase the amount of student talk beyond these minimized turns. Numerous learning-motivation studies have demonstrated that the factors behind minimized talk are language anxiety towards syntactic,...
This practice-orientated presentation addresses the problem of poor information retention in the university classroom context. In relation to tertiary education, the Japanese Ministry of Education (MEXT) mandates that each credit acquired by the student requires that s/he complete 45 hours of study, up to 30 hours of which is spent on student-teacher contact time. The imbalance between contact...
In tertiary English language education in Japan, the pursuit of academic excellence often overshadows critical emotional and relational factors for effective learning. Our ongoing research delves into the complexities faced by non-national scholar-practitioner faculty members in Japan, focusing on primary insights into well-being and support. Our collaborative model integrates expertise in...
