Study abroad, L2 motivation and English language acquisition: A longitudinal study of the experience of Japanese university students studying English abroad and at home

This portfolio of individual exploratory studies reports on the English language learning experiences of a cohort of Japanese university students who studied English abroad as a group during their first year at university. The studies focus on the students' English language learning experiences in three successive environments and time periods: the pre-study abroad period in Japan during the years of schooling, the study abroad period in the United Kingdom during the students' first year at university, and finally the post-study abroad period in Japan during the students' second and third years at university. Each study explores L2 motivation from different perspectives in order to capture the dynamic trajectory of L2 motivation in Japanese university students whose program of study includes studying English abroad. The portfolio draws on dynamic systems theory (DST) and L2 motivation theories to conceptualise the participants' learning journeys, and to identify diverse possible cognitive, social and environmental factors acting on the learning of an additional language and on motivation to learn an additional language. Applying the DST approach to the study participants' language learning has made it possible to trace their L2 journeys as multi-dimensional experiences, non-linear in nature and sensitive to the effect of temporal factors

The transition from L2 learner to L2 teacher: A longitudinal study of a Japanese teacher of English in Japan

While newly employed teachers may begin their career with certain ideas and beliefs, these are influenced by different stimuli, encounters and constraints which lead to the ongoing recalibration of their L2 identity. This longitudinal case study explores the L2 journey of a Japanese teacher of English through narrative inquiry using a dynamic approach. Drawing on interview data, the study documents the participant’s transition from L2 learner and pre-service teacher to L2 teacher, focusing on the interconnectedness of the L2 learning and teaching environment and extended socio-educational environment, and the effect of educational, geographical, professional, social, and temporal factors. The study provides a holistic view of the complex interplay between the continuing L2 learner identity and emerging L2 teacher identity, as experienced from the perspective of the novice teacher. The complexity of establishing a professional L2 teacher identity in Japan is highlighted, including discovering one’s own teaching style, finding ways of adapting teaching to national educational directives, meeting the challenges of motivating students, feeling a sense of responsibility for examination preparation, encountering crosscultural and power issues in team teaching, contemplating future career options, and coming to terms with employment practices. Based on the findings, the study concludes by offering some suggestions for taking not only the challenges faced by the L2 learner, but also the L2 teacher into account, and ways of encouraging meaningful dialogue between researchers, teacher educators and teachers.peerReviewe