（TILT)ニ ヨル ガクセイ ノ コミュニケーション ノウリョク ノ コウジョウ コウカ ； トランスゲージ ノ トリクミ

This article will discuss one of the English language teaching methodology, Translation, the arguments on its effects on foreign language learning; the pro and cons of using translation edpecially on the Japanese students .The new term of "Translanguaging" will be introduced with its definition and practice.The background of the English language education and the current situatiion in Japan will also be briefly disucussed, followed by the research questions, methodology and tasks conducted in this study. The discussion will be concluded with the discussions and further study plan

First Year Experience (FYE) Preparation, Content, Achievement and Future Perspective of Online Teaching and Learning Activities of Freshmen Seminar

2025FYE 実践報

Motivation : The Japanese EFL Context

Poor communicative ability is often highlighted as a significant problem in English Education in Japan. Researches （Lafaye & Tsuda, 2002; Benson, 1991; Matsuda, 2000） revealed that despite the fact that Japanese students are having positive attitude towards English speaking community and cross-cultural communication, students are not motivated in learning English. This paper aimed to address this issue and to give some suggestions to English teachers in Japan

Teaching English as Lingua Franca or as Mainstream Standard English? Voices from Malaysia Generation Y

This study aimed to explore the stance of Malaysia Generation Y towards the ideology oi reaching English as Standard English and Teaching English as Lingua Franca and the justifications of such stance. A total of 30 respondents (15 males;15 females), age ranges from 25 to 40 years old (mean age: 34.2) took part in this study. Simplified layperson definition of Standard English (SE) and English as Lingua Franca (ELF) were given to respondents in both verbal and written form to ensure clarity and sufficient basic level of understanding of these two key terms. Then, respondents were given a link to access to an online survey form to solicit their responses to two questions:(1)Between SE and ELF, which do you think is more prestigious? Why? (2) If you have school-going children of your own, would you prefer that they learn to communicate in SE only, or ELF only? Why? Results showed inclination towards mainstream SE owing to the deeply rooted concept to regard SE as accurate and proper variety of English

EFL キョウシツ ニ オイテ ハローローク オ ツカウ コト デ ソダテラレル ジシュセイ ニ ツイテ : シケン チョウサ

This pilot study aimed to investigate if HelloTalk, a language learning application, promotes English language learning and learner autonomy by stimulating learners to integrate self-study outside of language classroom. 10 students who had participated in a short-term study abroad program at California, USA, participated in this study. Two research questions were addressed: （1） Does HelloTalk promote English language learning? and （2） Dose HelloTalk stimulate learners to integrate self-study outside of language classroom? For a duration of 6 months, participants were encouraged to use all the features of HelloTalk to assist their English learning outside of classroom. After 6 months, phone interviews were conducted to collect data from all the participants. Besides, the posts of all participants in their HelloTalk moments were also collected and analyzed. Results suggested that HelloTalk has successfully promoted English language learning and stimulated learners to integrate self-study outside of the language classroom