Current Issue
Volume 20, Issue 2, September 2025
Additional Language Learning and Identity Formation: A Graduate Research Project Using Narrative Inquiry
Chris Carl Hale, Queena Xu, Wing Yiu Ling, June Ha Kim, Akita International University
Abstract
This paper provides an overview of a graduate-level course project in which students were expected to employ ethnographic research methods. Using a semi-structured interview format, students created a video ethnography of a multilingual individual discussing how learning an additional language(s) informed and shaped their identity. An overview of the assignment will be provided, including sample discussion questions and rationale for using ethnography as a methodological approach in intercultural communication research projects. Also, three students who participated in the activity will present their own experiences interpreting and designing their individual projects. This paper is intended for curriculum designers interested in incorporating narrative-inquiry based projects into their linguistic ethnography, anthropology, sociolinguistics or similarly themed courses.
From Comparison to Integration: A Hybrid Feedback Model Based on Student Perceptions of AI and Teacher Support in EFL Speaking
Huang Mengqi, Yamaguchi University, Hu Fei, Fudan University
Abstract
This study explores the development of a hybrid feedback model that combines AI-generated and teacher-provided feedback in EFL speaking tasks. Using a mixed-methods design, the research investigates how Chinese university students perceive the clarity, usefulness, and learning impact of both feedback types. Findings indicate that learners appreciate the immediacy and accessibility of AI tools, while valuing the contextual depth and emotional support offered by teachers. The study proposes a pedagogically meaningful integration of both systems—where AI facilitates frequent autonomous practice, and teachers offer targeted guidance on discourse and pragmatics. These insights highlight the potential of hybrid feedback models to optimize EFL oral instruction and suggest new directions for prompt design and teacher-AI collaboration. The paper also addresses methodological limitations, such as the small participant pool and single-institution context, framing the study as a preliminary exploration of learner perceptions within a rapidly evolving technological landscape.
Outside Class Time Commitments of Japanese University EAP Students
Tim Vandenhoek, International Christian University
Abstract
Homework is an important part of university, yet there is little data on how much time students spend doing academic work outside of class, particularly those learning English as a Foreign Language or studying English for Academic Purposes. This study attempts to address this gap by reporting on the academic and personal outside class time commitments of students in a university EAP setting in Japan. The students were asked to keep a journal of how much time they spend on homework and these entries, along with reported data about their university-related and other personal time commitments, were analysed. The results show that while participants in this study seem to have far higher time commitments than other Japanese university students, and, based on the results of some earlier studies, they study less than North American university learners. Furthermore, time spent working on tasks outside class varies greatly by week and declines throughout the academic year. The study ends with several modest recommendations and suggestions for further research.
Enhancing EFL Textbook through Authentic Learning: A Students' Self-Perception Survey
Min Lun Yeh, Ming Chi University of Technology, Taiwan
Abstract
This study investigates Taiwanese students' attitudes toward efficient learning with textbook videos and authentic TV series and their preference for types of video-based materials used in an English-speaking and listening class. It also aims to determine which of these materials most engages students, thereby enhancing their acquisition of the target language. By collecting quantitative information from a questionnaire survey of 98 sophomore students placed at an intermediate level at a technology university in Taiwan in East Asia, the result shows that the students generally prefer authentic videos over videos that accompany commercially produced textbooks, and the former tends to be a more effective way of learning English. They perceive that their listening proficiency improves the most among all others.
Reframing the Online Learning and Assessment Debate in the Age of AI
Yuto Yokokura, Kitami Hokuto Night High School
Abstract
The COVID-19 pandemic accelerated a global shift in language learning and assessment from face-to-face to online formats. This essay critically evaluates whether language learning and assessment should be conducted entirely online by weighing both the benefits and drawbacks of digital tools and platforms. While online assessment offers accessibility, efficiency, and pedagogical innovation, it also presents risks such as screen fatigue, inequality in access, and compromised validity due to generative AI use by students. Drawing on research, including case studies from Sweden and Japan, this essay proposes a hybrid model that strategically combines online and in-person methods. This model allows educators to tailor assessment modes based on context, content, and learner needs. The discussion also addresses potential challenges in standardizing hybrid models, calling for institutional coordination and learner involvement in shaping equitable learning and assessment practices. Ultimately, the essay argues that the key question is not whether online learning and assessment should replace traditional methods but how to implement it responsibly. By reframing the debate, this paper advocates for reflective decision-making and ongoing dialogue among educators, learners, and policymakers.