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This study explored which type of explicit instruction (explicit-deductive or explicit-inductive) was more effective for Japanese EFL learners across different proficiency levels and examined the role of language analytic ability (LAA) in L2 proficiency and learning outcomes. This study also investigated how individual differences in LAA mediated the effects of these two types of explicit instructional approaches. The participants were 82 late learners of English as a foreign language (EFL). They completed a subtest of an aptitude test and a form-focused sentence correction test to measure their resulting performance. The results indicated that explicit-deductive grammar instruction might be more beneficial than explicit-inductive instruction for Japanese EFL learners with low proficiency. LAA had a positive effect on L2 proficiency, but the effects of individual differences in LAA on instructional outcomes were neutralised by more structured explicit grammar instruction in the case of Japanese EFL learners. Follow-up analyses showed that the interaction effect of LAA with explicit-deductive instruction was significant in the low-LAA group. This study highlights the importance of considering the interaction among LAA, language proficiency, and instructional conditions in the design of the most effective learning activities in Japanese EFL classrooms.

本研究では、異なる英語習熟度を持つ日本人の英語学習者に対して、文法の指導において演 繹的アプローチと帰納的アプローチのどちらの明示的指導方法が効果的かについて調査を行 った。また、言語適性が教育の成果にどのように影響するかについても検証した。82人の日 本人英語学習者を対象に、言語適性テストと英文の文法修正タスクを行い、文法の指導前と 指導後の成績の比較を行った。研究の結果、英語習熟度や言語適性の低い日本人学習者にと っては、演繹的なアプローチによる明示的文法指導の方が、帰納的なアプローチによる指導 よりも有益である可能性が示された。学習者の言語適性は英語の習熟度と正の相関関係があ ったが、指導の成果への影響は、確認されなかった。この結果より、日本における文法の指 導においては、言語適性、習熟度、および指導方法の相互作用を考慮することが重要である 可能性が示唆された。

In the current context of enhanced distance learning, newer and unique configurations of teaching and learning have prompted the need for a more context-sensitive and learner-oriented pedagogy to ensure an enhanced and holistic platform of the delivery of education outside classrooms. This paper is a critical exploration of how Iranian university students conceptualize, perceive, and utilize their linguistic landscapes (LLs) in learning English as a foreign language in Iran in response to the affordances made available to them through the various manifestations of globalization. It also problematizes how the utilization of these various LLs can enhance the ways that are more efficient than formal face-to-face classrooms, and how this constitutes a substantial investment into their future education. This qualitative case study involves an in-depth investigation of both English and non-English students from a university in Shiraz, Iran, through semi-structured interviews and focus groups to identify perceptions of participants with regard to their use of LLs, and how these external and informal affordances inform their language learning. Findings are likely to inform policymakers, curriculum designers, school leaders, EFL teachers, and students in terms of how to create a more optimized environment that will enhance both teaching and learning.

درمحیطی خارج از محیط آموزشگاھی نیاز بھ راھبردھای آموزشی دانش آموز محور و مبتنی بر محیط را افزایش داده است. این مقالھ بھ بررسی منتقدانھ دانشجویان ایرانی میپردازد تا چگونگی درک و استفاده آنھا از چشم اندازھای زبانی برای یادگیری زبان انگلیسی بھ عنوان یک زبان خارجی در ایران و پاسخ بھ تعاملات محیط را مشخص کند. این مطالعھ ھمچنین چگونگی بھ کارگیری چشم اندازھای زبانی مختلف کھ میتواند منجربھ افزایش روش ھایی کارآمدتراز کلاس ھای حضوری و رسمی شود را مورد بررسی قرار داده است تا نشان دھد کھ چگونھ این امرباعث ایجاد سرمایھ گذاری قابل توجھی درآموزش آینده آنھا خواھد شد. در این تحقیق کیفی، دانشجویان رشتھ زبان انگلیسی وغیرزبانی یک دانشگاه واقع در شیراز، ایران از طریق مصاحبھ نیمھ ساختار یافتھ و بحث گروھی مورد مطالعھ دقیق قرارگرفتھ اند تا دیدگاه شرکت کنندگان دررابطھ با استفاده ازچشم اندازھای زبانی و چگونگی تاثیرآنھا در یادگیری زبان را مشخص کند. یافتھ ھای بھ دست آمده بھ سیاست گذاران، طراحان برنامھ درسی، مدیران مدرسھ، معلمان و یادگیرندگان اطلاعاتی

While previous research has primarily focused on evaluating the effectiveness of digital storytelling (DST) itself, there is a dearth of knowledge regarding the impacts of flow, group engagement, and perceived instructional support on learners' DST experiences. Addressing this gap, the present study examines data collected from a sample of 225 students enrolled in DST-based writing courses. The results of this study indicate that learners' perceived instructional support significantly and positively influences their writing skills. Furthermore, the findings demonstrate that the relationship between instructional support and learning engagement is mediated by flow and group engagement. These findings underscore the significance of offering appropriate support to foster group engagement and facilitate students' flow experiences within the DST context. By shedding light on these less-explored aspects of the DST strategy, this study contributes to the existing literature in the field. It suggests that educators and instructional designers should consider the interplay of flow, group engagement, and instructional support when incorporating DST into their pedagogical practices. Understanding and effectively addressing these factors can enhance the learning experiences and outcomes of students engaged in DST-based writing activities. Further research is warranted to explore additional dimensions of DST and its impact on various educational contexts.

غرقگیمشارکت گروھی و پشتیبانی آموزشی درک شده بر تجربیات یادگیرندگان از طریق داستان سرایی دیجیتال وجود دارد. با پرداختن بھ این شکاف، مطالعھ حاضر دادهھای جم عآوریشده از نمونھ 225 زبان آموزی را کھ در دورهھای نوشتاری مبتنی بر داستان سرایی دیجیتال ثبتنام کردهاند، بررسی م یکند. نتایج این مطالعھ نشان می دھد کھ حمایت آموزشی درک شده فراگیران بھ طور معناداری و مثبت بر مھارت ھای نوشتاری آنھا تأثیر می گذارد. علاوه بر این، یافتھھا نشان میدھند کھ رابطھ بین حمایت آموزشی و مشارکت یادگیری با غرقگی و مشارکت گروھی ارتباط دارد. این یافتھھا بر اھمیت ارائھ پشتیبانی مناسب برای تقویت مشارکت گروھی و تسھیل تجربیات غرقگی دانش آموزان در زمینھ داستان سرایی دیجیتال تأکید میکند. این مطالعھ با روشن کردن این جنبھھای کمتر مورد بررسی استراتژی داستان سرایی دیجیتال، بھ ادبیات موجود در این زمینھ کمک م یکند. پیشنھاد می کند کھ مربیان و طراحان آموزشی باید تعامل غرقگی، مشارکت گروھی و حمایت آموزشی را در ھنگام گنجاندن داستان سرایی دیحیتال در شیوه ھای آموزشی خود در نظر بگیرند. درک و پرداختن مؤثر بھ این عوامل م یتواند تجارب یادگیری و نتایج زبان آموزانی را کھ در فعالی تھای نوشتاری مبتنی بر داستان سرایی دیجیتال درگیر ھستند، افزایش دھد. تحقیقات بیشتر برای کشف ابعاد مختلف داستان سرایی

The present study aimed to examine the interrelationships between Chinese college EFL learners' willingness to communicate (WTC) in English, emotional intelligence (EI), foreign language classroom anxiety (FLCA), and their perceptions of teacher immediacy (TI). The study involved a total of 1040 non-English majors from fifteen universities located in different regions around China. Four questionnaires were employed to collect data. Structural Equation Modeling (SEM) was utilized via AMOS 21.0 to testify the hypothesized model of the interrelationships between the aforementioned four variables. To be more specific, EI, FLCA, and students' perceptions of TI were hypothesized to have a direct influence on L2 WTC, respectively. Besides, FLCA was also hypothesized to play a mediating role between EI and L2 WTC as well as between TI and L2 WTC. The findings showed that the proposed structural model exhibited a good fit to the collected data. EI, FLCA, and TI proved to have significant and direct predictive effects on L2 WTC. Besides, two indirect paths were also confirmed, from EI and TI to FLCA, leading to L2 WTC. Finally, pedagogical implications to enhance students’ L2 WTC were provided. Limitations, along with suggestions for future research were also outlined.

本研究以来自中国不同地区15所大学的1040名中国大学非英语专业学生为研究对象，通过问卷 调查和结构方程建模方法探究了英语学习者的英语交流意愿、情绪智力、外语课堂焦虑及其对 教师即时行为感知之间的相互关系。通过 AMOS 21.0结构方程模型来验证上述四个变量之间相 互关系的假设模型。结果显示，所提出的结构模型与收集的数据表现出良好的拟合。研究结果 表明，学生的情绪智力、外语课堂焦虑和对教师即时行为的感知对其英语交流意愿具有显著的 直接预测作用。此外，本研究还验证了以下两条关系链假设：学生的情绪智力及其对教师即时 行为的感知分别经由外语课堂焦虑作为中介因素对英语交际意愿产生间接影响。研究结论表明， 外语学习者的情绪智力和对教师即时行为的感知能够促进其英语交际意愿的提升，同时，降低 外语课堂焦虑水平有助于学习者更加主动地投入二语交际。最后，根据研究结果为如何提升二 语学习者的英语交流意愿提供了一定启示和建议。

In recent years, shadowing has seen a significant surge in popularity in the field of English language learning. While much of the existing research has centered on its influence on listening skills, there is a prevailing belief that its benefits are predominantly observed among learners with lower proficiency levels. This study aims to examine the effects of post-shadowing on the listening skills of three different levels of learners in Japan. Three groups, low-, intermediate-, and upper-intermediate-proficiency learners, participated in eight shadowing practices which consisted of 15 minutes over the course of a month. The pre-and post-tests included the Eiken listening test and the dictation cloze test to measure phoneme perception and listening comprehension skills, respectively. The results showed that shadowing improved phoneme perception in the intermediate-proficiency group, but its effects were limited in low- and upper-intermediate-proficiency groups. Listening comprehension did not improve, and the scores of the low-proficiency group decreased from pre- to post-tests. However, regardless of their levels, most learners showed positive attitudes toward the shadowing experience and felt that it benefited their listening and speaking skills. The results are discussed in terms of second language acquisition (SLA) theories and psychological perspectives.

シャドーイングは近年、英語学習の分野において広く認知されるようになってきた。これま での研究の多くはシャドーイングがリスニングスキルに与える影響に焦点を当ててきたが、 その効果は習熟度の低い学習者に主に見られるという考え方が一般的だ。本研究の目的は、 ポストシャドーイングが3つの異なるレベルの学習者のリスニングスキルに与える影響を検 証することである。初級、中級、中級上の3つのグループに分け、1ヶ月間15分のシャドーイ ングを8回実施した。事前・事後テストとして、英検リスニングテストとディクテーション テストを実施し、それぞれ音素知覚力とリスニング理解力を測定した。その結果、シャドー イングは、中級レベルのグループで音素知覚を向上させることが分かった。しかし、初級と 中級上レベルのグループではその効果は限定的であった。リスニング理解力は向上せず、初 級レベルのグループではテスト前からテスト後にかけて点数が低下した。しかし、レベルに 関係なく、ほとんどの学習者がシャドーイングに対して肯定的な態度を示し、リスニングと スピーキングスキルが向上したと報告した。本稿では、第二言語習得（SLA）理論と心理学 的観点から研究結果を考察する。

Previous studies have generally stated that L2 learners have difficulty mastering English prepositions with less prototypical meanings, while some studies have shown the opposite. This suggests that prototypicality may not necessarily be the only influence on learning English prepositions. The current study examined the acquisition of prepositions in, on, and at by Japanese EFL learners and further explored the impact of prototypicality, L2 proficiency, semantic relations (temporal, spatial, and abstract usages), and familiarity on prepositional knowledge. The results showed that L2 competence is essential to obtain prepositions in abstract usages. In addition, a negative correlation was found between prototypicality and accuracy. There was also a significant interaction between prototypicality and familiarity, where the lower the prototypicality, the greater the influence of familiarity on acquisition accuracy. A higher level of familiarity compensates for the difficulty of the extension meanings brought to them by the prepositions, which occurs in different L2 proficiency groups. The error patterns found in the study not only can help teachers understand the complex extensions acquired by Japanese EFL learners but also provide a clear view of the difficulty encountered in the process of acquiring English prepositions.

本研究の目的は、日本人英語学習者の前置詞in、on、atの習得に関わる要因の究明である。 実験参加者には1)前置詞の空所補充、2)連語表現の親密度評価、3)英語熟達度テストといっ た三つのタスクに取り組んでもらった後、英語学習背景に関するアンケートに答えてもらっ た。前置詞空所補充タスクの得点を従属変数とした一般化線形混合モデルにより、前置詞と 名詞の概念的関係性（空間関係、時間関係、抽象関係）、プロトタイプ性、前置詞と名詞の コロケーション親密度、および英語熟達度といった四つの要因の効果を分析した。また、日 本人英語学習者に共通してみられる前置詞の誤用にはどのような特徴があるかを考察した。 その結果、抽象関係にある前置詞を習得するには、L2の習熟度が不可欠であることが示さ れた。また、プロトタイプ性と空所補充課題の得点には負の相関関係が見られた。プロトタ イプ性とコロケーション親密度との交互作用は有意であり、プロトタイプ性が低いほど、親 密度の影響が大きくなることが明らかとなった。本研究が示す学習者の誤用パタンは、前置 詞の習得難易度に関わる要因について示唆を与えるだけでなく、学習者がどのように前置詞 の意味の拡張を習得していくかを理解するのにも貢献する。

By combining a contrastive interlanguage analysis (Granger, 1996, 2015) and a multidimensional analysis (Biber, 1988), this study compared the essays written by Asian college students (in China, Indonesia, Japan, Korea, Taiwan, and Thailand) and L1 English native speakers (ENS). These essays were taken from the International Corpus Network of Asian Learners of English (ICNALE; Ishikawa, 2023a). Through four analyses based on dimension scores, key lexicogrammatical features, clustering, and classification, this study revealed that Asian learners tended to write less informational, less narrative, less overtly expressive, less abstract, and less time-constraint types of essays than ENS. It was also suggested that the lexicogrammatical features of essays were influenced more strongly by learners’ L2 proficiency levels than their countries/regions and that learner essays were classified into four archetypes: colloquial and personal, interactive and persuasive, static and descriptive, and dynamic and reflective. These findings will shed new light on our understanding of Asian learners’ L2 English use.

本研究においては、中間言語対照分析(Granger, 1996, 2015)および多次元分析法(Biber, 1988) という2つの手法を組み合わせ、International Corpus Network of Asian Learners of English (ICNALE; Ishikawa, 2023)から採取されたアジア圏大学生（中国・インドネシア・日本・大韓 民国・台湾・タイ）および英語母語話者の作文を比較した。次元スコア・主要語彙文法特性 ・クラスタリング・統計的分類に基づく分析により、学習者の作文は母語話者のものより情 報性・語り性・明示的表出性・抽象性・時間制約性が低く、学習者の作文の語彙文法特性は 習熟度よりも国・地域に影響されていること、学習者作文は口語的・個人的、対人的・説得 的、静的・描写的動的・反芻的の4 タイプに分類されることなどが示された。これらの結果 は、アジア圏学習者のL2英語使用の理解に新しい光を投げかけるものである。

One important individual characteristic exerting influence over the acquisition of pragmatic knowledge is pragmatic learning strategies. As it is in nascent stages of research interest, an attempt was made to investigate whether Iranian EFL learners’ comprehension of conversational implicature was predicted by memory, cognitive, metacognitive, social, compensation, and affective interlanguage pragmatic learning strategies. Totally, 376 upper-intermediate and advanced EFL learners, on the basis of their performance on a sample of Oxford Quick Placement Test, participated in this investigation. To carry out the present study, three data collection instruments were utilized including: Oxford Quick Placement Test, Interlanguage Pragmatic Learning Strategies Inventory, and Conversational Implicature Test. The hypothesized model was tested employing Amos 24 statistical package and revealed that Iranian EFL learners’ conversational implicature was predicted by cognitive, metacognitive and compensation interlanguage pragmatic learning strategies. Moreover, EFL learners’ cognitive IPLS was identified to be the strongest predictor (β= 0.45, p<.05) in predicting conversational implicature. This study concludes that the cognitive, metacognitive and compensation IPLS strategies can promote EFL learners’ comprehension of conversational implicature. The findings of the study can contribute to EFL teachers to implement more interlanguage pragmatic learning strategies in their classroom activities to develop better comprehension of conversational implicature and integrate this knowledge into the overall learning experiences.

از آنجایی کھ اینگونھ پژوھش ھا در مرحلھ ابتدایی پژوھشی قرار دارند، در این مقالھ تلاش شد تا بھ بررسی این موضوع پرداختھ شود کھ آیا درک زبان آموزان ایرانی از معانی ضمنی توسط استراتژی ھای حافظھ ای، شناختی، فراشناختی، اجتماعی، جبرانی، و عاطفی پیش بینی می شود؟ در مجموع 376 زبان آموز زبان انگلیسی سطح متوسط و پیشرفتھ بر اساس عملکردشان درنمونھ آزمون تعیین سطح برای انجام پژوھش انتخاب شدند. ھمچنین از سھ ابزار جم عآوری داده از جملھ آزمون تعیین سطح آکسفورد، پرسشنامھ استراتژی یادگیری بین زبانی منظور شناسی و آزمون درک معانی ضمنی استفاده شد. نتایج معادلات ساختاری پژوھش حاضر نشان داد کھ استراتژی ھای یادگیری شناختی، فراشناختی و جبرانی، درک معانی ضمنی مکالمھ زبان آموزان ایرانی را پیش بینی می کنند. ھمچنین،استراتژی یادگیری شناختی فراگیران زبان در پیشبینی درک مفاھیم ضمنی مکالمھ نقش بسیار مھمی را ایفا می کند. یافتھھای این مطالعھ میتواند بھ معلمان زبان انگلیسی کمک کند تا استراتژی ھای یادگیری شناختی،فراشناختی و جبرانی را در فعالی تھای کلاسی خود پیادهسازی کنند تا بدین وسیلھ بھ درک بھتری از مفاھیم ضمنی مکالمھ دست یابند واز این دانش در تجربیات یادگیری کلی استفاده نمایند.

This study investigated the effects of reading while listening (RWL) and reading only (RO) modes on learners’ reading comprehension and perceptions. A total of 157 Japanese high school learners of English as a foreign language (EFL) participated in this study. All the participants read four reading passages: two passages with RWL mode and two passages with RO mode. The participants were also divided into three different proficiency groups based on their vocabulary levels test score. The findings showed that the high and medium proficiency groups scored higher, regardless of having audio support or not. By contrast, the low proficiency group scored higher with RWL mode than with RO mode. The results of a questionnaire related to learners’ perceptions supported the view that the low group benefitted more from RWL mode compared to the other two groups. These findings indicated that learners’ vocabulary levels and two reading modes affected their reading performance differently. Furthermore, the findings show that the simultaneous reading and listening mode is an effective method to develop reading skills and motivation toward reading, especially for low proficiency learners.

本研究は、音声ありと音声なしの読解が学習者の読解力と認識にどのような効果を与えるの かについて調査したものである。英語を外国語として学んでいる157名の日本人高校生が本 研究に参加した。全ての参加者は、2つの音声ありパッセージと2つの音声なしパッセージを 読んだ。調査の結果、上位群と中位群は音声サポートの有無にかかわらず、高い得点を取る ことができた。一方で、下位群は音声なしよりも、音声ありの読解問題で高い得点を取った 。学習者の認識に関するアンケート結果では、下位群が他の2つのグループよりも音声あり モードからより多くの利益を得ていたことが明らかになった。これらの結果は、学習者の語 彙レベルと2つのモードが学習者の読解力に異なる影響を与えることを示唆している。さら に音声ありの読解活動は、特に、下位群学習者の読解力と読みの活動の動機付けを高めるた めの効果的な方法であることを示している。