Speakers
Abstract section 4: Outcomes/results
Participants generally described the experience as both challenging and professionally valuable. Several had not taken an oral language examination since their own schooling and found the process unexpectedly demanding. Those with lower Japanese proficiency reported heightened anxiety and difficulty generating ideas, often unable to deploy the strategies they advocated to students in class. This prompted reflection on the limits of strategy-based instruction under performance pressure. Across cases, participants reported greater awareness of cognitive load, increased empathy, and a stronger emphasis on sustained communicative practice alongside strategy instruction. All indicated the experience would inform future teaching.
Abstract section 3: Content/method
A communication-based Japanese test was created using publicly available IELTS speaking questions as a model. Two native Japanese instructors administered the test. University teachers, involved in IELTS or other test preparation, were recruited as participants. Semi-structured interviews were conducted before and after the test to explore expectations, perceived performance, and reflections. Interview data were analysed using thematic analysis following established qualitative procedures (Braun & Clarke, 2017)
Abstract section 2: Contribution/research questions
(1) What is the emotional, cognitive, and physical experience of taking a communication based speaking test in Japanese?
(2) Does undertaking such a test influence teachers’ empathy, beliefs, or classroom practices?
(3) Can first-hand test experience serve as an effective form of training for both English language teachers and the Japanese speaking examiners?
By foregrounding teachers’ experiential perspectives, the study contributes to research on teacher cognition and reflective practice in language assessment contexts.
Abstract section 1: Relevance
Many teachers prepare students for the English language speaking tests such as IELTS; however, few have experienced taking a communication-based Japanese test themselves. Although publicly available resources make formats and criteria appear transparent, performing under time pressure in a second language presents distinct cognitive and emotional challenges. Experiential professional development has been argued to enhance teacher cognition and empathy (Legge & Morrish, 2025). In this study, test preparation course instructors took a Japanese speaking test to better understand the demands placed on learners. This paper reports the pedagogical insights gained and considers implications for empathy, teaching approaches, and cultural awareness.
Abstract section 5: References
Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298.
Legge, T., & Morrish, J. (2025). Teachers Taking Tests: How Does Taking an IELTS Test Influence Teaching Practice and How Effective Is It as a Teacher Training Method?. Explorations in Teacher Development, 30(2), 55-69.
| Title | A Japanese speaking test...for English Teachers? |
|---|---|
| Teaching Context | College and university education |