Sakae ONODA - Academia.edu (original) (raw)

Papers by Sakae ONODA

3L The Southeast Asian Journal of English Language Studies

To cite this article Onoda, S. (2014). Examining the relationships between self-efficacy, effort ... more To cite this article Onoda, S. (2014). Examining the relationships between self-efficacy, effort regulation strategy use, and English vocabulary skills. Abstract This study explores the relationships among self-efficacy beliefs, effort regulation strategies, and English vocabulary development at a university in Japan. The theoretical framework draws on Pintrich and Zusho's (2002) model of self-regulation, motivation, and academic success and Bandura's (1986) social cognitive theory. Educational psychology literature indicates that self-efficacy beliefs predict self-regulation strategy use, and that self-efficacy beliefs and self-regulated learning are two of the most important predictors of a learner's academic success (Bandura, 1986; Pintrich, 2004). Although a large number of studies have been conducted in general education, there has been limited research on this topic in the Japanese university English education context. In order to examine the relationships between ...

This paper investigates the effects of self-efficacy and willingness to communicate on English sp... more This paper investigates the effects of self-efficacy and willingness to communicate on English speaking skills in a Japanese university Media English course. Social cognitive theory (Bandura, 1986), as well as studies in educational psychology (Pajeres & Schunk, 2001; Schunk & Hansen, 1985), have suggested that self-efficacy, i.e., learners' judgments about their abilities to successfully complete a specific task (Paulsen & Gentry, 1995; Schunk, 1996), has a direct impact on academic performance. However, studies of foreign language learning have been limited with respect to self-efficacy. In addition, studies in second language acquisition (Hashimoto, 2002; Matsuoka, 2006) indicate that L2 confidence or self-efficacy influences WTC, which in turn predicts English proficiency. Based on these empirical results, a model in which self-efficacy influences WTC and L2 speaking skill development was hypothesized and tested statistically. The investigation was conducted with 285 second-...

Redefining the Role of Language in a Globalized World, 2021

This chapter discusses theoretical underpinnings, practical applications, and effects of the CLIL... more This chapter discusses theoretical underpinnings, practical applications, and effects of the CLIL (content and language-integrated learning) approach with a primary focus on the use of group projects on the development of English interactional skills (especially oral fluency), self-efficacy, and critical thinking skills in undergraduate English majors in Japan. The chapter first reviews L2 literature on the use and features of the CLIL approach and then focuses on the use of group projects and their potential effects on three important dimensions of language learning: linguistic, affective, and social. The literature review covers the author's own investigations of the effects of group projects substantiated by students' feedback and statistical data collected as part of his extensive teaching experience in universities. Finally, a number of practical suggestions for implementing group projects are presented along with procedures and worksheets so that interested readers can...

ReiDoCrea: Revista electrónica de investigación Docencia Creativa, 2019

This paper presents an investigation into the effects of the CLIL (Content and Language Integrate... more This paper presents an investigation into the effects of the CLIL (Content and Language Integrated Learning) approach on the development of critical thinking skills and English interactional skills of undergraduate pre-service teachers in Japan. English teacher education literature indicates that such core courses have not proved effective because pre-service teachers generally fail to use the approach with confidence and ease when they begin teaching, for a number of reasons: lack of English skills, especially interactional skills and critical thinking skills, teaching being theoretically focused, and instruction being given mainly in the L1. To encourage pre-service teachers to improve their interactional skills and to autonomously apply, analyze, and evaluate teaching approaches demonstrated by instructors, this study introduced the CLIL approach in English teaching methodology courses with a primary focus on the use of authentic problem-solving group projects. Participants were third-and fourth-year English majors with post-intermediate English proficiency enrolled in an English teacher education program at a Japanese university. Authentic problem-solving group projects were implemented in CLIL-based classes that met twice a week over one academic year. Participants' English speaking skills were measured through a test that assessed oral fluency and interactional skills at the beginning and end of the academic year. In addition, interviews were conducted with two focal groups of students and questionnaires administered to measure changes in their critical thinking skills (i.e., application, analysis, and knowledge evaluation) related to teaching approaches they learned about in addition to their perceptions of any improvement in their interactional skills. Results showed that L2 oral fluency and interactional skills improved significantly and that the students' critical thinking skills were also enhanced, lending support to the value of authentic problem-solving group projects for students' knowledge and language skills development in a CLIL-based approach in undergraduate English teacher education programs.

5th Annual International Conference on Language, Literature & Linguistics (L3 2016), 2016

4th Annual International Conference on Language, Literature and Linguistics (L3 2015), 2015

神田外語大学紀要, Mar 1, 2008

The paper presents the results of survey-based research investigating motivational traits and cha... more The paper presents the results of survey-based research investigating motivational traits and changes that Japanese learners of English demonstrate after they begin studying English at school. In his study of university students and their language learning, Sawyer (2007) found that (a) motivation is high at the beginning of junior high school, but then decreases; (b) motivation decreases from the first to second year in senior high school, but increases in the third year; and (c) motivation is high immediately before the university entrance exams, but then decreases after entry to university. Sawyer maintained that the factors which influence these changes are teachers' influence at junior high school level, and peers' influence at high school and university. The present study mirrors Sawyer's work. A large number of motivation studies have been conducted in the ESL context, but there has been limited research on longitudinal motivational changes. In order to examine such changes, the researcher focused on a group of English major students, using data from a revised version of Sawyer's (2007) instrument. The results show that the motivational fluctuations as reported by Sawyer (2007) were statistically significant and that the participants were motivated 2 or demotivated in similar ways, except at the university level. However, the findings indicate that at the junior high school level, teachers' influence was one of the strongest motivating or demotivating factors, and the same can be claimed about "peer influence" or "group influence" at the senior high school and university levels.

Exploring EFL Fluency in Asia, 2014

GSTF International Journal on Education, Volume 1 Number 1, 2013