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The focus of this study is to explore the relationship between the linguistic and cultural learning processes that four female Chinese university exchange students perceived in Japan over one academic year. Two data collection instruments were employed: participants' diary entries and follow-up interviews with the four participants during the study-abroad period. A grounded theory approach was employed for data analysis. The main finding was that none of the Chinese sojourners' experiences during their study abroad represented the models of conceptualizing adaptive changes (Lysgaard, 1955; Oberg 1960). Furthermore, at a linguistic level, the sojourners experienced language shock at the initial arrival stage while at the cultural level, they came to develop negative attitudes towards their hosts over time. In the perceptions of linguistically- and culturally-specific restructuring processes in the host environment, with the impact of rich formal classroom instruction and learning in the home country, the sojourners were constructing dual identities negotiated with age and gender (cf. Ting-Toomey, 2005). On one level, they wished to celebrate their youth with hosts of the same generation by becoming involved in similar linguistic usage. On another, they wanted to behave in a polite manner like elderly women at linguistic and cultural levels. This study also discusses theoretical implications for diaries as a base research tool and methodological implications for future research.

Purpose: This study aims to examine the participants' [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes. Design/methodology/approach: The authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices. Findings: The findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes. Originality/value: This study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.

This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers' silent reading rates as a process rather than a result of the reading act. Variability L2 readers face while reading reflects their successful and unsuccessful attempts to comprehend the text they are reading. Through a new examination of unpublished data from Taguchi et al. (2012), the paper proposes to look at readers' silent reading fluency development across a longer period. In addition, it indicates the need to consider different purposes readers set for their reading to understand how their rates vary. This proposal has practical implications for not only researchers but also classroom practitioners.

Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell 'the teacher what they wanted to read'. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.

Building upon the recent English-language scholarship (Kawaji, 2017, Miyazawa, 2015; Hiraoka, 2011) on the Japanese pedagogy movement of seikatsu tsuzurikata ("daily life writing," hereafter referred to as DLW), this essay seeks to locate its significance within a broader global context. It is as much a polemic for why DLW should be better known outside of Japanese academic circles as it is meant to be a dispassionate, historical analysis of an education movement per se. The fact that such a large-scale, politically radical grassroots education movement as DLW took place within Japan's highly technocratic and centralized educational tradition is intrinsically interesting. Greater international awareness of DLW can thus serve as a valuable touchstone for a broader reconsideration of 21st century education change. This essay highlights three ways that DLW complicates understandings of modern Japanese education as well as education development more generally. First, the spread of DLW in the 1930s reminds us that discourses of liberation and socio-economic empowerment proved surprisingly enduring, even during the supposed "dark-valley" era of prewar Japan. Second, the essay explores how DLW's critical pedagogy arose from a hermeneutical skepticism of "intent observations" that emerged from a humanistic (particularly Diltheyan) philosophical tradition distinct from the progressive, Anglo-American discourses that have come to dominate contemporary Japanese education (Takayama, 2011). Finally, this paper explores the subversive ways DLW de-centers conventional understandings of educational change, by noting how previously marginalized groups (in terms of geography, class and education status) generated compelling critiques of dominant education discourses. DLW's similarities with later, better-known, movements of critical pedagogy overseas suggest a globalized discourse of educational iconoclasm that is longer-lived and more geographically varied than is often recognized. To give overseas readers a better sense of DLW ideology, this essay includes extended quotes from key DLW writers and documents.

Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students' autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.

There is a common belief that one could quickly improve their second language proficiency once they reside in the country where the target language is spoken, because they have opportunities to use it constantly in an immersion environment. However, scholars have argued that it may be up to the individual student whether she could effectively utilize such a learning environment. Some learners might not have as much access to native speakers depending on their circumstances. Others may not feel comfortable enough to interact in the target language. It is possible that these learners have difficulties developing autonomy, where they take charge of their own learning. This study has examined such learners and their learning process when they are provided with opportunities to converse with native speakers. Specifically, it explored how regular interaction with native speakers could influence ESL learners' perspectives towards their language learning and learning process through examining their journal entries and interviews. The findings indicate that participants developed their own communicative strategies and grew optimistic perceptions towards language learning after these interactions. Pedagogical implications include the significance of creating opportunities for learners to experiment with the language and to reflect on their learning process.

Efforts have been made among scholars from Japan, South Korea, and China since the 1980s--on both private and state initiatives--to narrow the gaps in their historiographies and to cultivate mutual understanding. This article offers an extensive discussion of the author's history project, "A Student Project of Writing a Common History Textbook," which which was incorporated in a multinational class environment in the Spring 2019 semester. First the author explains the development of the conceptual framework and the organization and management of the class. Then, some of the history teaching materials that the students created is introduced. Finally, the author examines what the students actually learned from this exercise and working with their group members, based on their journals and answers to the project survey. The author would argue that this was a success in promoting mutual understanding among students by having them learn history together from various points of view, as the goal was not a complete reconciliation of their historical viewpoints. Young people from different countries, even those from the countries embroiled in politico-historical controversies, are able to learn from one another to create more complex historical narratives that look beyond competing nationalisms. The results of the course confirm the value of teaching history from a global standpoint and hold promise that if adopted widely, it might have a long-term and larger, positive effect on society and even on international relations by producing globally competent future generations.

Purpose: This paper aims to offer an empirical application of the concept of learning organization (LO) 2.0. Design/methodology/approach: Based on fieldwork study, a case of Ricoh Ena Forest Project is presented to illustrate the contextualized and multi-stakeholder perspective of LO 2.0 in running an environmental sustainability project. Findings: The case demonstrated the value of incorporating multiple stakeholders to develop a multi-party learning entity for sustainability pursuit. The findings also highlighted the importance of forfeiting managerial dominance and the creation of a shared commitment in implementing the concept of LO 2.0. Originality/value: The study adds empirical evidence to the literature on how LO 2.0 can be implemented and provides guidance on tackling some of the potential challenges.

Walter Ong points out that no one can write naturally, because writing is a completely artificial technique we need to acquire through education. The technology of literacy as writing letters begets a dividing line between "literates" and "illiterates," since literacy cannot be acquired otherwise. When we review the early history of literacy, we notice that letter-writing was a specialized technology, and that in its center resided a small number of elites who could write. Thereafter, in the Modern Era, the center of discussion on literacy turned to the issue of the illiterate masses, mainly on how to bring them to literacy through school education. As the interest in popularizing literacy increased, though, another kind of increased interest arose: the interest in literacy education for blind people. On purpose or not, blind people had been excluded or alienated from literature and/or letter-based culture. However, the stronger the power exerted to exclude blind people, the more blind people aspired to write/read letters. Such aspiration and attempts to write/read letters in their own way may establish a distinct touch-centered world of letters and literacy and, importantly, may relativize its sight-centered world counterpart. If so, how will such a practice revise sight-centered literacy and open new horizons? I would like to consider this topic by reviewing its historical background and examining a case of writing practice by Kuzuhara Koto, a blind musician, in 19th century Japan.

Purpose: This research explores the "transformation" ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation. Design/methodology/approach: The researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts. Findings: As results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations. Research limitations/implications: Further studies should focus on the possible conflicts emerging between the different cultures of teaching. Practical implications: The idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills. Originality/value: The findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.

Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese university students' perceptions of online peer feedback on intelligibility (Derwing & Munro, 2005). To aggregate the feedback, P-Check, a plug-in for the Glexa LMS (Version2, 2015) was developed and its recognition and dialog functions were piloted in two studies. In the first exploratory study (N = 59), a post-treatment survey and diaries were used to explore participants' attitudes. Participants believed that peer feedback through P-Check was useful and had increased their awareness of their pronunciation strengths and weaknesses. In the second quasi-experimental study (N = 55), no significant difference was found in participants' perceptions of the usefulness of peer feedback, whether delivered face-to-face or via P-Check. Recommendations for further development of P-Check and other similar plug-ins are given.

This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with "theoretical comparison" (Corbin & Strauss, 2008) to understand teacher motivation from a "person-in-context relational view" (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences "external" to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.

In recent years, Yokohama City, Japan, has seen substantial efforts to address socio-environmental issues. One such effort is the G-30 program, which has helped reduce garbage waste production by 43 percent in 2010, since 2001. The eco-picture diary, an environmental education project, has been identified as contributing to the success of G-30. However, no research to date has examined the diary's effect on garbage reduction, nor accounted for what the project is and how it became prevalent. Using questionnaires with citizens and interviews with other stakeholders, this case study addresses these gaps. Key findings concern how people perceived the diary to have been central to garbage reduction by citizens. The study also shows how the diary illustrates an example of backcasting, ecopedagogy, reflective learning, and place-based approaches to environmental education, as well as how uptake of the project can be explained via diffusion of innovation theory and the theory of planned behavior.

Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by Samuels (1979) in order to translate Automaticity Theory (LaBerge & Samuels, 1974) into a pedagogical approach for developing English L1 readers' fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the "inside of L2 readers' brain," that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills engaging in RR. This study was designed to investigate specifically how her reading fluency developed and how her comprehension changed during the course of the treatment. Based on the study findings, some issues are discussed for better RR program implementation. (Contains 6 tables and 2 figures.)

This paper explores Malaysian students' problems within their science and engineering tertiary courses in Japanese through their diary entries and semi-structured interviews. The study analyses how students implement management strategies to overcome their problems. Although many studies are available regarding students' academic activities in a foreign language, few of those have reported upon foreign students' academic experiences in Japanese science and engineering courses within their in-country program. The students predominantly had difficulties in writing experiment reports, understanding scientific concepts, and reading Chinese characters (kanji). Management strategies that they significantly employed to overcome their problems were peer cooperation and the use of internet resources. The paper discusses potential support that the program and the language course can provide for these students. (Contains 2 figures and 1 table.)

Seamless learning has been recognized as an effective learning approach across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. With the emergence of seamless learning, the majority of the current research focuses on realizing a seamless learning environment at school or university. However, the utilization of the collected learning logs still remains a challenge yet to be explored. In this study, an e-book with ubiquitous learning system called SCROLL is developed to collect and analyze learning logs in the seamless learning environment. Moreover, this paper presents our analytics in contribution to bridging the learning between e-Book learning and real-life learning. An experiment was conducted to evaluate (1) whether VASCORLL 2.0 (Visualization and Analysis System for Connecting Relationships of Learning Logs) is effective in connecting the words learned through e-Book to those learned from real-life, and (2) which social network centrality is the most effective to enhance learning in the seamless learning environment. Twenty international students participated in the evaluation experiment, and they were able to increase their learning opportunities by using VASCORLL 2.0. Furthermore, the betweenness centrality was found useful in finding central words that bridge e-Book and real-life learning.

This article reports on a study that investigates the effects of inter-cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language (EFL) classroom. Using a quasi-experimental design, Japanese EFL learners in the inter-cultural group (n = 21) and the intra-cultural group (n = 21) reported on their perceptions of task experiences for each performance. Under the intra-cultural condition, learners performed tasks with Japanese peers, whereas under the inter-cultural condition learners were paired with non-Japanese international students. The dimensions of flow, as they emerged in the data, were identified via a content analysis of 208 diary entries. The findings revealed that inter-cultural task interaction generated significantly more flow-enhancing experiences and fewer flow-inhibiting experiences than intra-cultural task interaction. An examination of the relative strength of each dimension revealed that learners experiencing inter-cultural task-based interaction benefited from a sense of accomplishment, which increased in strength as learners progressed through the tasks. Results provide insights into how components of flow are interrelated and change over time during inter-cultural interactions, and suggest a model for how tasks can be implemented in the classroom to promote certain aspects of flow.

This article reports a multiple case study that explores the potential impact of Japan's national curriculum for senior high school English as a foreign language (EFL), specifically in relation to the integration of grammar teaching with communicative work, a key component of the curriculum and an area globally underresearched in high schools. The beliefs and practices of four Japanese EFL teachers from different public and private high schools were investigated over a 16-month period. Quantitative data were collected from four classroom observations, while qualitative data were gathered through a preliminary beliefs questionnaire, 10 teacher journals, and postobservation and semistructured interviews. Extending the EFL literature to date, this article draws on the theory of planned behavior as an analytical framework to reveal a complex interrelationship between the various attitudinal, social, and contextual factors that would both obstruct and facilitate teachers' integration of grammar teaching with communicative work. Importantly, the findings also bring to light a number of concrete ways in which some teachers manage severe social and other contextual pressures to successfully achieve integration, despite the influence of university entrance examinations that emphasize reading.

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading fluency for L2 readers of varying levels of reading proficiency. Complementary to Extensive Reading, Assisted Reading provides L2 readers with powerful scaffolding which empowers them to increasingly read faster and comprehend better. First, we discuss why reading fluency is critical in L2 reading, then provide a brief overview of methods for developing reading fluency in L2, and finally suggest Assisted Reading as a flexible and promising approach for that purpose.

A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize, recall and evaluate ULLs. Using SCROLL, learners can not only receive personalized quizzes and answers to the questions, but also navigate and be aware of their past ULLs supported by augmented reality views. In particular, this paper introduces an approach that helps learners record their learning experiences in daily life from life-log photos with the help of SenseCam. To evaluate the effectiveness of this system, a case study of an undergraduate English course is presented to show how it can be used to facilitate seamless learning.

Objectives: Infant crying is particularly frustrating to caregivers in the first few months of life and the most common trigger for shaking and abuse. The effectiveness of the "Period of PURPLE Crying" prevention materials (DVD and booklet) designed to increase knowledge and change behaviors related to crying and the dangers of shaking was reported in North America. The aim of this study was to replicate the effectiveness of the "PURPLE" materials with mothers of newborns in Japan. Methods: In a randomized controlled trial, 201 parents received either "PURPLE" materials or analogous control materials on infant safety via mail within 2 weeks of birth. At 6 weeks, mothers completed a 4-day behavioral diary. At 2 months, participants completed a predefined 20-min structured telephone survey by an independent firm to assess knowledge and behavior. Results: Scores on crying knowledge scales (out of 100) were significantly higher in the intervention than control groups (56.1 vs. 53.1; difference = 3.0, 95% confidence interval [CI]: 1.0-4.9, p less than 0.005). Percentage of sharing of advice to walk away if frustrated by crying was significantly higher in the intervention than control groups (22.4% vs. 4.1%; difference = 18%, 95% CI: 7.4-29.1). Walking away during unsoothable crying was significantly higher in the intervention group than controls (0.085 vs. 0.017 events per day, rate ratio = 4.8, 95% CI: 1.1-21.2) by diary. Self-talk behavior scale (out of 100) tended to significance in the intervention group (16.6 vs. 8.9, difference = 7.7, 95% CI: -1.0 to 16.4, p less than 0.1). Conclusions: Crying knowledge, sharing of walk away information with others and walk away behavior when crying was unsoothable were higher for those who received intervention than control materials. The "Period of PURPLE Crying" materials may be useful in Japan as well as in North America for informing caregivers about the properties of infant crying and changing some behaviors related to infant crying and shaking. (UMIN Clinical Trials Registry register no. UMIN000001711.) (Contains 5 tables and 1 figure.)

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within newly emerging, hybrid learning environments. The aim of this study is to examine the role of power in relation to the design of these environments. To achieve this aim, a research team conducted a longitudinal study at two Japanese universities which employed blended learning practices in their EFL programs. We analyzed ethnographic and action research data using postmodern, critical, and ecological perspectives on technology, to explore hegemony in facility planning (online vs. face-to-face), control of materials development (publisher-based vs. teacher-based authorship), and development of software designs (proprietary ownership vs. distributed teacher initiatives). Results of the study reveal three significant changes in power: (a) the construction of classrooms shifted from single-purpose CALL laboratories to blended face-to-face/online spaces, (b) the production of teaching materials emphasized locally authored multimedia materials with a decreasing reliance on mass-market course books, and (c) the design of software modules was controlled by teaching teams for rapid customization. Overall, the process of innovation in institutional programs requires a collaborative management culture to be appropriate and sustainable in university contexts. (Contains 1 table.)

I interrogate my personal diaries documenting my life in New York, Beijing, Tokyo, and Sydney over a 20-year period. Taking bearings from Bakhtinian thoughts, I explore the emergence of my post-diasporic identity as a second generation Korean American through watching South Korean dramas. By conversing with journals kept over a 20-year period, I recreate my past, relive memories, and illuminate how dichotomized ways of thinking about language and identity happen within (post-) diasporic speakers. In writing this piece, I venture into the complex terrain of the multilingual self. My focus here is not on past or present Selves but on the processes of the "in-between space" of becoming, exploring the particular dynamics and processes of how certain ways of thinking and seeing are shaped at particular moments, in particular languages, for particular individuals. (Contains 5 footnotes and 4 figures.)

Informed and inspired by neo-Vygotskian theory, this article outlines a study exploiting a contemporary conceptualization of Wells's (2002) joint activity system model as an exploratory framework for examining and depicting the social-cultural-historical contradictions in second-language (L2) learners' joint activity. The participants were a pair of advanced-level Japanese English-as-a-foreign-language learners, and their joint activity was the focus of analysis in a lesson they completed together, which was based on a pedagogical cycle aimed at developing their metacognition of L2 listening. To address the various dimensions depicted in the joint activity system model utilized, data from written journals, interviews, and dialogue were analyzed. The analysis explored the learners' motives, history and beliefs, pair work, goals, and pattern of interaction in order to identify the social-cultural-historical contradictions shaping their development of metacognition of L2 listening. The joint activity system analysis illustrated that a number of social-cultural-historical contradictions were both driving and inhibiting learners' metacognitive development.

On the premise that the learning of a second or foreign language should contribute to, rather than subtract from, the cultural and linguistic resources which a learner already possesses, this paper documents an individual teacher's pedagogically centred challenge to a politically driven and potentially exclusive English-only language policy within the context of a Japanese university. A small group of Japanese English language learners took part in the project and data were gathered from a series of semi-structured conversation diaries, as well as through learner responses to two in-class activities which sought to promote a reflective analysis of individual language use behaviours. The two in-class activities were designed with the intention of assisting students to be able to make more self-directed language choices and to develop a heightened awareness and understanding of why the strategic use of the L1 may at times be beneficial to their second or foreign language learning ambitions.

There has been a noticeable change of curricula in specialized and technical courses offered in Japanese schools and universities. One of these is the integration of English for general and specific purposes in the dental curriculum. Although a number of studies have assessed the former, very few have assessed English for specific purposes education for dentistry in Japan. Further, studies that look into methods of facilitating its integration into the dental curriculum, what the course comprises, and the specific needs of students are therefore needed. Because Japanese students rarely participate actively in student-teacher interaction, this article describes how the student-teacher shuttle card, a type of journal, was used to identify students' specific satisfaction or needs and implications for improving course management. Consecutively used for 3 years in a dental school setting, freshmen students were able to convey their questions and opinions easily through the card. Entries from the card may be used to maintain, improve, or develop better teaching methods. They may also identify students who need more attention or who can be used as models for others during group discussions or practical exercises. (Contains 1 table and 2 figures.)

This qualitative study aims to understand how English learners interpret shared space in an online multilateral English blogging context and how their interpretations of shared space contribute to their multilateral exchange experience. Twenty-four Asian learners of English from two different universities--one in Japan and one in Taiwan--participated in this study. These learners worked on their individual blogs and interacted on both their own blogs and on those of their partners. Data sources include surveys, online interaction records, class assignments, reflective journals, and interviews. Guided by Kramsch's (2009c) analogy of the mindsets of the structuralist and post-structuralist approaches in culture and communication, this study reported that students in this multilateral English blogging project interpreted shared space from two perspectives (a) commonality, and (b) relativity. While students who interpreted shared space from the perspective of commonality valued pre-existing shared personal interests, mutual understanding, and similar personal experiences as a prerequisite for inter-class blogging, students who interpreted shared space from the perspective of relativity tended to draw relative positions from a dialogue between their and their inter-class peers' historicity or cultural memories through re-contextualization and re-positioning. This study suggests that although students who interpreted shared space from the commonality perspective were able to engage in inter-class blogging, they faced difficulties in exploring other possibilities in relating to the blog content, the blog discussions, and the bloggers, when commonality was absent. However, for students who interpreted shared space from the relativity perspective, they were able to form relationships of possibility in mediating encounters through uses of heterogeneous semiotic resources. Future research on what barriers can hinder students' development due to interpretation of shared space and how students develop uses of symbolic resources can contribute to understanding students' construction of shared space for communication. (Contains 3 tables and 3 notes.)

Patterns of students' language learning were examined through an asynchronous cross-cultural bilingual communication project conducted between Japanese university students learning English and Canadian university students learning Japanese. Previous studies on cross-cultural communication projects have reported positive outcomes in providing learners with opportunities for cultural and language learning. However, very few, if any, investigated whether a meaning-focused communication project like ours provides similar opportunities for language learning, and if so, what kind of language learning takes place. With focus on Canadian students' learning of Japanese, the present study addressed these questions through analyses of students' logs and message texts. The results indicated that students have opportunities for all aspects of language learning, including vocabulary, kanji, grammar, and phrase/sentential expressions. However, it was also found that the amount and type of incidental learning may depend on the students' proficiency level. Explicit corrections are noticed but often not understood unless clear explanations are given. We suggest these kinds of communication projects might further promote incidental learning opportunities by better understanding the proficiency levels of the other's second language, as well as by more and better incorporation of clear error corrections possibly accompanied by metalinguistic explanations. (Contains 4 tables.)

This article reports on an ethnographic case study that explored how Chinese learners' national identities were displayed and reconstructed through their English language-learning journeys in Britain. Drawing on a variety of sources (ethnographic observations, informal conversations, diaries, and narrative interviews), the analysis focuses on the Chinese learners' raising self-awareness of being Chinese and their attitudes towards Japanese students, South Korean students, and students from Taiwan. This study found that during their English language learning journeys in Britain, the Chinese learners tended to affirm and often displayed their membership with respect to China and Chinese national imagination, which contributed to heightened senses of Chinese national identity and increased patriotism. At the same time, the experience of interacting with Japanese students, South Korean students, and students from Taiwan encouraged the Chinese learners to question and critically reexamine their own attitudes and values related to their national identities. Then, the elements that made up an individual's Chinese national identity were brought under scrutiny and negotiation. Implications for classroom practices are also discussed.

Grounded in sociocultural theory, this article outlines a small-scale study exploring metacognitive awareness of second language (L2) listening. In each of five lessons, six pairs of advanced-level, adult, Japanese, EFL learners participated in a sequence of tasks involving the explicit verbalisation of strategies as part of a pedagogical cycle designed to stimulate their metacognitive awareness of the processes underlying L2 listening. Peer-peer dialogue was the central mechanism mediating the construction and co-construction of metacognitive awareness, and it also acted as the primary unit of analysis. The qualitative and quantitative analysis of the pairs' dialogue and corresponding diary entries illustrated that through, and in, dialogue as part of a structured pedagogical cycle, learners were afforded, and exploited, opportunities to enhance their metacognitive awareness of L2 listening. (Contains 3 tables and 3 notes.)

Purpose: The purpose of this paper is to present an exploratory survey as part of a presentation for the Bridging Worlds 2008 conference. It seeks to understand how library institutions in the South East Asia (SEA) region have implemented Web 2.0 technologies--blogs, RSS feeds, wikis, or the use of services like Flickr, YouTube, de.lici.ous. Design/methodology/approach: Libraries surveyed were in: Hong Kong, India, Indonesia, Japan, Malaysia, People's Republic of China, Philippines, Singapore and Taiwan. The survey relied on references in published papers, internet searches and personal contacts. Findings: The survey found that more academic libraries than public libraries were using Web 2.0. technologies. Blogs and RSS feeds were the most common. Blogs were used mainly as web publishing tools rather than as a means to engage library users. Research limitations/implications: The survey is not comprehensive. The search relied mainly on English publications and keywords, while the native language of most countries surveyed was non-English. Future research could comprehensively cover each country, by the type of library or language. Practical implications: The paper contends that Web 2.0 does not rely on technology, but more on practice and participation. The emphasis should be on relationships rather than transactions. Suggestions are offered on how libraries can adopt a Library 2.0 mindset without focusing on technology. A call is made to establish an East Asian Librarians 2.0 directory. Originality/value: The paper offers a non-technological perspective to institutions and practising professionals who are reviewing their Web 2.0 implementation.

Teacher diaries have wide-ranging applications for professional development, as they give teachers an increased sense of responsibility and seek new ways of improving their teaching. This article shares my personal experience of undertaking three teacher diary studies at two-year intervals and reveals how my teaching methodologies and philosophies have changed over time. These diaries helped me pause and reflect upon my personal assumptions of classroom activities, myself as a teacher and the syllabus I was implementing. They reveal how I initially based my interpretations on intuition rather than on insight. This led me to embark on a journey of personal self-reflection that led from an awareness of the practical impact of my teaching style and principles to finally redesigning and developing a syllabus to support my changing ideas on fostering an awareness of the need to promote and internalize the ownership of International English.

Reprints portions of a sailor's diary, kept for two-and-a-half years during World War II. The 21-year-old quartermaster writes about his life on the USS Grimes; hearing of the war's official end; his ship's peaceful landing in Tokyo Bay; and his experiences in Nagasaki in September 1945. (CH)

By analysing diaries, memoirs, and material objects used in WWII memorial museum spaces, Moore discusses how the 'lost child' and 'lost youth' can encourage reconsiderations of the wartime past. Texts by young people and objects that were part of their lives inspire a desire to engage with children 'lost' to the war years, even if it is one's own youth. The 'war' they recorded and experienced was very different than the one recorded by adult leaders. Our desire to engage with lost youth is an opportunity to review what we think we know about WWII. [ABSTRACT FROM AUTHOR]

In 2006, after returning from my trip to Japan to study Noh with my Master Teacher, I completed a haibun (travel diary) inspired by Basho who originally created it as a special form of literature. I edited my haiku poetry and notes written during my trip into a travel diary including photos. I made it available at Ilmatar Institute's web site for a while. This current travel diary is substantially shortened and edited version capturing only some parts of my trip, but more importantly it documents my inner learning about the ancient Japanese literature of Noh plays, waka, haiku, and renku. A half kazen renku created by a renku group in Tokyo, Japan, lead by a Renku Master, Shokan, is included in the end. The renku stanzas were originally created both in Japanese and English and translated into English by Shokan during the session. Familiarity with Basho's haibun is recommended. The concept of haibun with this example is introduced here as a useful form of literature for both poetry therapists and poetry therapy groups. [ABSTRACT FROM AUTHOR]

This paper moves between text and context in order to trace the personal, familial and narrative connections between two women, Nakayama Suzuko (b. c. 1675), wife of a Mito domain official stationed in Edo, and her sister-in-law Kuroda Tosako (1682-1758), wife of an official of Tatebayashi domain. Drawing on four extant texts - two travel accounts and two diary/memoirs - the paper argues that, although marriage and family fundamentally shaped these bushi-class women's lives, these factors did not confine them to the home, but pushed them out into the world to act on behalf of their families as well as for their own enrichment and pleasure. [ABSTRACT FROM AUTHOR]