Talks by Yoshifumi Fukada
PCOIz theory can be understood as group dynamics 2.0. It holds that we are are always in multiple... more PCOIz theory can be understood as group dynamics 2.0. It holds that we are are always in multiple groups at any point of time and that through our imagining (i.e. approximating knowing) we "construct" our groups and our worlds, or not. When conscious about PCOIz, we can attempt to nurture them and create better environments for their positive orientations. Examples will be given about how this might happen in our classrooms and regular lives.
Papers by Yoshifumi Fukada
L2 Learning During Study Abroad: The Creation of Affinity Spaces is a dissertation-turned-book by... more L2 Learning During Study Abroad: The Creation of Affinity Spaces is a dissertation-turned-book by Yoshifumi Fukada that explores how international students construct TL-mediated socialization through creating affinity spaces. Based on the experiences he and other international students had, Fukada utilized autobiography, autoethnography, and qualitative case studies to provide an in-depth understanding of the matter.
Springer briefs in education, 2019
SpringerBriefs in Education, 2019
We are delighted to announce SpringerBriefs in Education, an innovative product type that combine... more We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.
The TESOL Encyclopedia of English Language Teaching, 2018
This research is motivated by the difficulty of elementary students in writing poetry because of ... more This research is motivated by the difficulty of elementary students in writing poetry because of (1) the lack of vocabulary from students , (2) the language used is still simple, and (3) unable to express ideas that are appropriate in learning. The teacher also has not tried to implement other approaches that can motivate students to be able to write poetry according to the aspects in poetry. This study aims to find out how much improvement in poetry writing skills of fourth grade students in Group Rajawali Rembang Subdistrict, Rembang Regency using the Constructivism and Whole Language approaches, and to find out the difference between Constructivism and Whole Language approaches in influencing poetry writing skills. This research is a quantitative research that uses a type of quasi-experimental research with experimental groups and control groups selected without random assignment. The population in this study were elementary school students spread in 47 elementary schools with 8 groups located in Rembang District, Rembang Regency. Based on the random sampling technique, 4 elementary schools were assigned as the experimental group and the other 2 elementary schools as the control group. Data analysis techniques is used by grouping the data based on variables, tabulating data and submitting the data for each variable under study. Testing is done using the SPSS 23 program for Windows.
For many years, researchers have pointed out the effect of learners’ target language (TL) interac... more For many years, researchers have pointed out the effect of learners’ target language (TL) interactions on improving their TL abilities (e.g., Halliday, 1975, 1985; Ochs & Schieffelin, 1982). With increasing recognition of this effect, many language instructors started adopting the educational approach called Communicative Language Teaching (CLT) in their classes and encouraging students to have as many TL interactions as possible through communicative activities such as group conversations, role play and games. It was expected that students would nurture communicative competence (Canale & Swain, 1980) through the TL interactions. Poole (2002), however, argues that TL interactions promoted by such CLT-based class activities are quite distinct from the ones naturally-occurring outside of classrooms in terms of their structures. For seven years now, The Meisei Summer School Project (MSSP), a task-based English educational proje ct, has been providing Japanese university students chance...
The prevalence of task-based learning (TBL) in both EFL and ESL environments has resulted from th... more The prevalence of task-based learning (TBL) in both EFL and ESL environments has resulted from the assumption that it can promote language learners’ (LLs’) target language (TL) social interactions. The presenter explored the sustaining attributes of LLs’ agentive attitude in the engagement of TL social interactions within the contexts of TBL projects. He conducted fieldwork for five years in a task-based English learning project named the Meisei Summer School Project (MSSP), which is specifically designed for EFL learners at a Japanese university. Findings include that the Japanese undergraduates’ agentive attitudes in TL social interactions were generated by pre-formed personal attributes and also contextually co-constructed and maintained in relation to the social nature of the program’s tasks.
Study Abroad Research in Second Language Acquisition and International Education, 2017
The number of international students keeps increasing worldwide. This is partly attributed to the... more The number of international students keeps increasing worldwide. This is partly attributed to their expectation of improving their language skills by actually using the target language (TL) in the host countries. However, past studies show that such opportunities are not automatically given to them. Perceiving himself as one English learner, the author conducted an autoethnography to explore the processes of availing of opportunities to use the TL in Hawaii during his sabbatical. By recording observations and informal interviews in a diary of his own TL-mediated socialization, the author found that he could engage himself as an active social agent within a type of social space called affinity space which greatly promoted his situated TL-learning in naturalistic contexts. The author discusses how his own case can be applied to other learners studying abroad and presents some educational implications.
Proceedings of the National Academy of Sciences, 2011
The circadian clock is phase-delayed or -advanced by light when given at early or late subjective... more The circadian clock is phase-delayed or -advanced by light when given at early or late subjective night, respectively. Despite the importance of the time-of-day–dependent phase responses to light, the underlying molecular mechanism is poorly understood. Here, we performed a comprehensive analysis of light-inducible genes in the chicken pineal gland, which consists of light-sensitive clock cells representing a prototype of the clock system. Light stimulated expression of 62 genes and 40 ESTs by >2.5-fold, among which genes responsive to the heat shock and endoplasmic reticulum stress as well as their regulatory transcription factors heat shock factor (HSF)1, HSF2, and X-box-binding protein 1 (XBP1) were strongly activated when a light pulse was given at late subjective night. In contrast, the light pulse at early subjective night caused prominent induction of E4bp4 , a key regulator in the phase-delaying mechanism of the pineal clock, along with activation of a large group of chol...
Researching Language Learning Motivation, 2022
Educational Linguistics, 2016
Using the lens of Dynamic Systems Theory (DST) we look at longitudinal survey results over a 3-ye... more Using the lens of Dynamic Systems Theory (DST) we look at longitudinal survey results over a 3-year period for EFL students at Japanese universities. This panel study measured motivational changes across single semesters, using multiple measures. Our surveys contain questions to investigate what we call Present Communities of Imagining (PCOIz), which is an actively sharing and imagining classroom community, within which each individual’s three notional mind-time frames of English-learning motivation interact among themselves and among those of others inside the classroom. These mind-time frames are the antecedent conditions of the learners, present investments inside and outside of class, and possible future selves.
The Routledge Handbook of the Psychology of Language Learning and Teaching, 2021
The Palgrave Handbook of Motivation for Language Learning, 2019
This chapter explores in four parts how group dynamics contribute to the motivation and learning ... more This chapter explores in four parts how group dynamics contribute to the motivation and learning of foreign languages inside and outside classrooms. The first part covers basic elements of group dynamics and their connections to the subject of motivation in SLA. The second part describes insights from research into group dynamics from SLA, which brings some important kernels of understanding to date. The third part highlights progressive research methods now entering SLA that can be useful for researching group dynamics. In the fourth part, the discussion moves from research to practice, with suggestions that can help teachers and learners engage all classroom members more frequently and more meaningfully in the processes of learning together, bolstering their motivational group dynamics through the interpersonal interaction imperative.
Studies in Self-Access Learning Journal, 2016
Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing langua... more Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing language learning, or any other kind of learning, as well as the promotion of well-being, through what Murphey (2014) calls the well becoming through teaching (WBTT) hypothesis. The WBTT paradigm holds that people not only learn better when teaching others, but approach and maintain their well-being in wider social networks outside the classroom. The present study explored the impact of WBTT-based activities conducted within students’ social networks on their language learning and well-being. The data were collected for 6 years (2010-2015) from students’ action logging and case studies. Language students taking Murphey’s English classes were asked to self-report their experiences and to write reflections after their WBTT-based activities. The qualitative data indicated that both the students in the teaching role and the people who received their lessons deepened their understanding of both the...
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Talks by Yoshifumi Fukada
Papers by Yoshifumi Fukada