ICTと英語科教員養成：その種類と活用に関する一考察2025 · The rapid advancement of Information and Communication Technology (ICT) is transforming classroom practices, making them increasingly digitalized and personalized. In response to the Japanese Ministry of Education, Culture, Sports, Science and Technology’s promotion of ICT integration at the elementary, junior high, and high school levels, English teachers are expected to utilize ICT effectively in their instruction. Consequently, pre-service teachers must be familiarized with and trained in the use of ICT during their teacher education programs. This study introduces ICT-based activities incorporated into a Teaching Methodology course at a Japanese university. Participants enrolled in the TEFL methodology class engaged in the following experiences: (1) asynchronous tandem learning with novice Japanese learners at a college in Hawaii via Padlet; (2) speaking practice using an online platform developed by HelloWorld Inc.; and (3) group discussion analysis using the Hylable Discussion system, which evaluates speaking tendencies based on recorded utterances. Their reflective notes were collected and analyzed. The findings revealed that: (1) tandem learning fostered a sense of value in being a native speaker of Japanese, and the asynchronous format of Padlet was positively received; (2) the WorldClassroom platform by HelloWorld Inc. showed potential in enhancing students’ motivation and speaking skills; and (3) the Hylable Discussion system proved useful in monitoring individual contributions and engagement during collaborative group work. In conclusion, integrating ICT into the pre-service curriculum helped students recognize the effectiveness of such technologies and increased their motivation to apply them in their future classrooms.
日本人非ネイティブ夫婦による児童期初期バイリンガル児のBICS・CALP両側面から見た英語スピーキング能力に関する縦断的研究 -ある日英バイリンガル女児の就学時6~7歳6ヵ月間のBICS及びCALPの伸長に関する一考察-2025 · Background and Objectives: This article reports a method and its effectiveness on early childhood bilingual education in Japan implemented by a Japanese couple. Additionally, the study involves the development of English speaking skills from both the BICS perspective, which focuses on basic interpersonal communication skills, and the CALP perspective, which relates to cognitive academic language proficiency, through daily English oral reading activities and following the One Person; One Language principle. Research Design and Methods: A daughter raised by a Japanese couple in a Japanese environment with the father speaking English to her was examined based on the development in English speaking proficiency of both BICS and CALP. The daughter reads aloud an English passage every day, following the One Person; One Language principle with the father. To measure BICS, recordings of English interactions between the father and the target child were evaluated by two American ALTs. For the evaluation, we created a rubric, drawing inspiration from the OBC Conversation Ability Test. The rubric included five criteria: pronunciation; grammar and vocabulary; comprehension and appropriateness of responses; assertiveness; and fluency. Additionally, to verify evaluation details, we conducted an approximately 30-minute interview from the ALTs. To measure CALP, the target child was asked questions related to story comprehension and content learned in English and science class at her school. The child responded in English, and recordings of these interactions were evaluated by the same ALTs. Results: (1) Regarding English speaking ability, improvements in fluency in BICS and accuracy in CALP were observed. In contrast, accuracy in BICS and fluency in CALP were both rated at level 3 out of 4 in the evaluation, indicating good development in terms of language acquisition while expecting further growth in future. (2) Regarding accuracy in BICS, frequent errors in verb tenses were observed, and no significant improvement was confirmed even in the final month of the study. This phenomenon is known as the trade-off of attentional resources, where focusing on one task leads to decreased attention and achievement in another task, making it challenging to balance both. While fluency increased in BICS, accuracy decreased, and accuracy increased in CALP, and fluency decreased. In advanced cognitive activities, achieving fluent language processing and information processing will likely require some more time. Discussion and Implications: In order to confirm how accuracy develops in BICS and fluency develops in CALP, while complementing learning at an international school, further involvement based on the One Person; One Language principle and daily oral reading activities will be needed.
Enhanced Motivation in an English-as-a-Foreign-Language Classroom: One-to-One Remote Lessons, Hylable Discussion, and Group/Paired Work2025 · This study reports how an English classroom practice with information and communication technology (ICT) enhanced 17 Japanese university students’ motivation and self-assessment regarding their speaking skills. This involved a 15-week class, meeting weekly for 90 minutes, plus additional 12 mandatory online lessons with English-speaking instructors from the Philippines. Each online lesson was 25 minutes long and based on a textbook that introduced topics focusing on personal interests and social issues. The Japanese students were required to speak on a one-to-one basis with the instructors, and a flipped-classroom format was used for in-person class sessions, wherein students shared their outcomes in groups and prepared for their next online lesson in pairs. Each group was provided with a recording device (Hylable Discussion) that recorded each member’s utterances and analyzed the relative volume of talk among members, directions and frequencies of interactions, and talker/listener tendencies. At the end of the course, the participants reflected on their Hylable analysis results over the semester and answered questionnaires about course activities, including overseas online lessons, group work, and paired work. Most respondents felt an improvement in their speaking skills and decreased anxiety. Group and paired work were almost equally popular among the participants, although the Hylable analyses was not included in the paired work. This study provides practical tips for using ICT to enhance classroom activities.
Trajectory Equifinality Modeling Analysis of Critical Career Events Leading to Teaching English in English by High School Language Teachers in Japan2024 · This research aimed to identify critical variables for Japanese teachers of English to decide whether to use English as a medium of instruction (EMI) in senior high schools. Their use of English in class is far from the English-only policy established in the Course of Study (CS), irrespective of their high proficiency. Interviews of ten alumni teachers before the pandemic about their teaching English in English (TEE) journeys were mapped using the trajectory equifinality approach, highlighting the landmark events and the social/personal factors that either enhanced or suppressed the passages toward TEE. The impact of role model teachers, overseas experience before and after becoming tenured, and in-service training opportunities are discussed in trajectory equifinality modeling analyses. The additional influence of CS and school transfer is also addressed. The findings indicated that teachers’ experience envisioning themselves teaching the target students successfully in English was critical in implementing TEE. The study suggests future directions for effective first language use in class and more support for novice teachers toward EMI.
