掲載種別：論文集(書籍)内論文  

Translation fidelity is often an overlooked aspect of research design within the field of applied linguistics. For studies using multiple languages for data collection and analysis, inadequately translated tools and data can lead to inaccurate conclusions. Research rigor is crucial for studies carried out in cross-cultural and multilingual contexts, where clear, replicable, translation processes are needed to maximize trustworthiness and validity. The challenge is particularly acute in small scale research where the researcher may not only create and translate the instruments, but also conduct qualitative analyses on the data. This chapter discusses key issues for multilingual research and introduces two serial translation procedures for strengthening the linguistic, cultural, and content validity of translated tools (e.g., survey instruments) and analysis texts (e.g., transcriptions). As translation is a key process in any research where multiple languages are being used in data collection and analysis, the chapter finishes by including a checklist for researchers, which can be used to evaluate the extent to which key issues have been addressed.

DOI： 10.4324/9780367824471-6

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掲載種別：研究論文（学術雑誌）  

Bandura (in: Pajares and Urdan, Self-efficacy beliefs of adolescents, Information Age, Greenwich, 2006) suggested that efficacy beliefs should be considered in relation to key challenges within a (teaching) context. As part of a larger project on the teacher efficacy beliefs of Japanese high-school teachers of English (JTEs), this paper reports exploratory findings of (i) the key domains of challenge in which JTEs’ teacher efficacy beliefs operate; and (ii) sources of information that may influence the formation and substance of those beliefs. Data from interviews with six purposively selected participants were analysed using a theoretical thematic analysis approach. Eight domains of teacher challenge were identified, comprised of individual and collective dimensions of teacher efficacy towards L2 usage, L2 instruction and teacher collaboration. Collaborative action was found to be a key challenge, suggesting that professional development should focus on strengthening JTEs’ beliefs about collective capability. Results suggest that social feedback by colleagues is a key source of efficacy, especially for novices. This may reflect cultural influences in the Japanese context. Personal and vicarious experiences of teaching were also identified as efficacy-forming sources. It seems also that past learning experiences act as sources of efficacy information, something future studies might explore.

DOI： 10.1007/s12564-019-09607-y

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掲載種別：研究論文（学術雑誌）  

This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field.

DOI： 10.1080/1359866X.2018.1498062

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掲載種別：研究論文（学術雑誌）  

This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven students. Proficiency test and subject exam scores revealed that knowledge of English language and academic English skill were statistically significant predictors of success in EMI, suggesting that lower proficiency students require more targeted language support in order to increase their likelihood of success. A motivation measure did not correlate with higher grades, contradicting research in language learning contexts. Interview data uncovered the multi-faceted nature of ‘success in EMI’ suggesting that students see success as a combination of final grades, lecture comprehension, English language proficiency gains, and long-term career advancement.

DOI： 10.1080/03075079.2019.1590690

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掲載種別：研究論文（学術雑誌）  

This study examined the academic self-efficacy beliefs of second year university students majoring in International Business at a university in Japan. In the program, students start English medium instruction (EMI) from their third year, and complete EAP and ESP courses in their first and second years as part of a preparatory program. Students' perceptions of their capabilities to carry out academic tasks for studying business in English were investigated to evaluate students' confidence for carrying out key program objectives. Exploratory factor analysis identified four latent constructs of academic self-efficacy beliefs that corresponded to four different usage situations, where student efficacy was significantly weaker for one dimension of activity related to spontaneous language use in oral presentation question and answer time. Analysis of interviews with four students identified student perceptions of task difficulty and a lack of practice opportunities to be the primary reasons for weaker student confidence. Findings indicate that students heavily attend to past experience in the assessment of their efficacy beliefs and provide insights into relatively simple affordances for classroom and activity management that may enhance the development of learner efficacy towards EAP activities in preparatory programs.

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掲載種別：研究論文（学術雑誌）  

How can Japanese teachers of English go about introducing more communicative activities suitable for their contexts? This article discusses an attempt by a high school teacher to implement communicative language teaching (CLT) in her classes while responding to institutional pressure to use yakudoku (a traditional grammar translation methodology) and focus on test and exam preparation. The article explains how the teacher, working with a mentor, rearranged the format of her classes to encourage more interactive activities, with translation activities used as review to prepare students for tests. This paper introduces the changes made over two cycles of the project, and suggests implications from the project which could be tested in other contexts, such as using outside mentors to help teachers to innovate, and focusing training experiences on getting teachers to experiment with CLT in their contexts.

DOI： 10.1080/17501229.2015.1088856

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