Updated on 2024/02/26

写真a

 
SASAKI, Miyuki
 
Affiliation
Faculty of Education and Integrated Arts and Sciences, School of Education
Job title
Professor
Degree
応用言語学博士 ( カリフォルニア大学ロサンゼルス校 )
第二言語としての英語教育学修士 ( ジョージタウン大学 )
教育学修士 ( 広島大学 )
Profile
My main topics of interest include the longitudinal development of second-language writing ability, the effects of the values and belief systems of raters on their ratings of first-language Japanese and second-language English compositions, and the effects of the sociocultural factors on the motivation of L2 writers.

Research Experience

  •  
     
     

    研究職歴(英)【英R】

Education Background

  • 1987.09
    -
    1991.12

    University of California, Los Angeles   Department of Applied Linguisitcs   Applied Linguistics  

  • 1984.09
    -
    1986.06

    Georgetown University   Department of Linguistics   Teaching English as a Second Language  

  • 1983.04
    -
    1986.03

    Hiroshima University   School of Education   English Education  

  • 1978.04
    -
    1983.03

    Hiroshima University   School of Educaiton   English Education  

Committee Memberships

  • 2006
    -
    Now

    Journal of Second Language Writing, 論集編集委員 (2006- )

  • 2007
    -
    2022.12

    Language Testing, 論集編集委員 (2007 - )

  • 2000
    -
    2021.03

    TOEIC Technical Panel Member, Institute for International Business Communication

  • 2000
    -
    2021.03

    Test of English for International Communication (TOEIC), 研究部門顧問委員(2000- ), 国際ビジネスコミュニケーション協会

  • 2018.08
    -
    2019.10

    International Conference on Situating Strategy Use  Scientific Committee Member

  • 2014
     
     

    American Association of Applied Linguistics, Assessment and Evaluation Strand Coordinator, (2014 )

  • 2014
     
     

    American Association of Applied Linguistics, 言語評価論梗概査読部門コーディネーター (2014 )

  • 2007
    -
    2011

    TOEFL Committee of Examiners, ETS (2007-2011)

  • 2007
    -
    2011

    TOEFL 顧問審査委員, ETS (2007-2011)

  • 2003
    -
    2009

    Language Assessment Quaterly, Editorial Board Member (2003-2009)

  • 2003
    -
    2009

    Language Assessment Quaterly, 論集編集委員 (2003-2009)

  • 2007
     
     

    Symposium on Second Language Writiing, Organizing Committee, Local Chair

  • 2007
     
     

    第二言語ライティング学会, 年次総会現地主催委員 (2007)

  • 2002
    -
    2005

    TESOL Quarterly, Editorial Board Member (2002-2005)

  • 2002
    -
    2005

    TESOL Quarterly, 論集編集委員 (2002-2005)

  • 2011
    -
    Now

    Language Testing in Asia, 論集編集委員 (2011- )

  • 2011
    -
    Now

    Language Testing in Asia  Editorial Board Member

  • 2006
    -
    Now

    Journal of Second Language Writing  Editorial Board Member

  • 2021.06
    -
    2023.12

    American Association of Applied Linguistics  Book Award Committee member

  • 2021.04
    -
    2023.03

    The Japan Association of College English Teachers (JACET)  Selected Papers Selection Committee member

  • 2007
    -
    2022.12

    Language Testing  Editorial Board Member

  • 2011
    -
    2019.04

    Studies in Language Sciences, Associate Editor (2011- )

  • 2012
     
     

    Iranian Journal of Language Teaching Research, International Advisory Board Member (2012- )

  • 2012
     
     

    Iranian Journal of Language Teaching Research, 国際諮問委員(2012 - )

  • 2011
     
     

    TOEFL ITP-CEFR Standard Setting Session Member, ETS (2011)

  • 2011
     
     

    TOEFL ITP-CEFR 基準設定会議委員, Educational Testing Service (ETS) (2011)

  • 2011
     
     

    University of British, Columbia, Canada,Promotion Committee member, Uniersity of British Columbia, Canada(2011)

  • 2011
     
     

    University of British, Columbia, Canada, 教授職外部昇任審査委員(2011)

  • 2009
    -
    2011

    The Nagoya Customs Office, External Consultant (2009-2011)

  • 2009
    -
    2011

    名古屋税関モニター(2009-2011)

  • 2010
     
     

    (International Language Testing Association) ILTA, ILTA Best Article Award Selection Committee Member (2010)

  • 2010
     
     

    国際言語評価学会, 2010年度ベスト論文選考委員 (2010)

  • 2005
    -
    2006

    ILTA, Member-at-Large (2005-2006)

  • 2005
    -
    2006

    国際言語評価学会, 国際言語評価学会執行委員

  • 2001
    -
    2006

    Temple University, Japan, Doctoral Dissertation Committee, External Member (2001, 2003, 2006)

  • 2001
    -
    2006

    テンプル大学日本校大学院教育学研究科博士論文外部審査委員

  • 2001
    -
    2002

    ILTA, Nominating Committee Member (2001-2002),

  • 2001
    -
    2002

    国際言語評価学会, 国際言語評価学会委員選考委員

▼display all

Professional Memberships

  •  
     
     

    The Japan Assoication of College English Teachers (JACET)

  •  
     
     

    (International Language Testing Association) ILTA

  •  
     
     

    Teachers of English to Speakers of Other Langauges

  •  
     
     

    American Association of Applied Linguistics

  •  
     
     

    Symposium on Second Language Writiing

Research Areas

  • Foreign language education

Research Interests

  • 留学の効果

  • 言語評価論

  • 第二言語ライティング

Awards

  • Special Grant for the Promotion of Research

    2019.05   Nagoya City University   The impact of normative environments on learner motivation and L2 reading ability growth

  • Special Grant for the Promotion of Research Awarded for the Highest Ranked Paper on the 2017 Impact Index

    2018.10   Nagoya City University  

    Winner: MIYUKI SASAKI

  • Abe Fellowship (granted by the Social Science Research Council and the Japan Foundation Center for Global Partnership) to study at Georgetown University, Washington, DC and University of Melbourne, Australia for 11 months

    2016.08  

    Winner: MIYUKI SASAKI

  • TESL/Applied Linguistics Department, UCLA, Los Angeles, California Nida award (best qualifying paper of the year in Applied Linguistics)

    1990.09  

    Winner: MIYUKI SASAKI

  • Rotary International Foundation Full scholarship to study at Georgetown University, Washington, DC

    1984.08  

    Winner: MIYUKI SASAKI

  • Full scholarship to study at the University of Michigan, Ann Arbor, Michigan as an exchange student for one year

    1980.09   Ministry of Education, Science and Culture  

    Winner: MIYUKI SASAKI

▼display all

 

Papers

  • AI tools as affordances and contradictions for EFL writers: Emic perspectives and L1 use as a resource

    Miyuki Sasaki

    Journal of Second Language Writing   62   101068 - 101068  2023.12  [Refereed]

    Authorship:Lead author

    DOI

    Scopus

  • Impact of studying abroad on language skill development: Regression discontinuity evidence from Japanese university students

    Yuki Higuchi, Makiko Nakamuro, Carsten Roever, Miyuki Sasaki, Tomoko Yashima

    Journal of the Japanese and International Economies   70 ( 101284 ) 1 - 13  2023.08  [Refereed]

    DOI

    Scopus

    2
    Citation
    (Scopus)
  • Validating a test of L2 routine formulae to detect pragmatics learning in stay abroad

    Carsten Roever, Yuki Higuchi, Miyuki Sasaki, Tomoko Yashima, Makiko Nakamuro

    Applied Pragmatics   4  2022.03  [Refereed]

     View Summary

    Abstract

    There has long been interest in the effect of stay abroad on pragmatic development in second language (L2) pragmatics research. However, few testing instruments exist to assess pragmatics learning in stay abroad and provide information about learners’ development to help institutions evaluate the success of stay abroad programs. In this study, we describe the adaptation and validation of Roever’s (2005) test of second language routine formulae to be used large-scale with Japanese stay-abroad learners. We follow Kane’s (2006) argument-based approach to validation, evaluating the first four inferences: Domain description, Evaluation, Generalization, and Explanation. We also investigate the test’s practicality within the institutional setting of intended use. We find evidence supporting the use of the test for providing information on pragmatics learning during stay abroad. The test can differentiate between low- and high-ability learners, shows adequate reliability, and reflects the roles of proficiency and exposure in pragmatics learning in stay abroad contexts. The test is also practical and requires few resources. Further steps, such as the investigation of the Extrapolation and Decision inference, are discussed.

    DOI

    Scopus

    1
    Citation
    (Scopus)
  • Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers

    Miyuki Sasaki, Kyoko Baba, Ryo Nitta, Paul Kei Matsuda

    Australian Review of Applied Linguistics   43 ( 3 ) 277 - 301  2020.09  [Refereed]

    Authorship:Lead author

     View Summary

    <title>Abstract</title>
    This article reports on two quasi-experimental studies that investigated the possible development and transfer of
    audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS).
    Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two
    studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the
    “elusive” (<xref>Hyland, 2005</xref>) construct of “sense of audience” can develop and transfer
    across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and
    transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar
    to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing
    instruction.

    DOI

    Scopus

    2
    Citation
    (Scopus)
  • Impacts of an Information and Communication Technology-Assisted Program on Attitudes and English Communication Abilities: An Experiment in a Japanese High School

    Yuki Higuchi, Miyuki Sasaki, Makiko Nakamuro

    Asian Development Review   37 ( 2 ) 100 - 133  2020.09  [Refereed]

     View Summary

    We conducted a randomized experiment targeting 322 Japanese high school students to examine the impacts of a newly developed English-language learning program. The treated students were offered an opportunity to communicate for 25 minutes with English-speaking Filipino teachers via Skype several times a week over a 5-month period as an extracurricular activity. The results show that the Skype program increased the interest of the treated students in an international vocation and in foreign affairs. However, the students did not improve their English communication abilities, as measured by standardized tests, probably because of the program's low utilization rate. Further investigation showed that the utilization rate was particularly low among students demonstrating a tendency to procrastinate. These results suggest the importance of maintaining students’ motivation to keep using such information and communication technology-assisted learning programs if they are not already incorporated into the existing curriculum. Having procrastinators self-regulate may be especially crucial.

    DOI

    Scopus

  • Developmental trajectories in L2 writing strategy use: A self-regulation perspective

    MIYUKI SASAKI, ATSUSHI MIZUMOTO, AKIRA MURAKAMI

    Modern Language Journal   102 ( 2 ) 1 - 18  2018.03  [Refereed]

    Authorship:Lead author

  • Application of diffusion of innovation theory to educational accountability: The case of EFL education in Japan

    Miyuki Sasaki

    Language Testing in Asia   8 ( 1 ) -  2018.01  [Refereed]

    DOI

    Scopus

    13
    Citation
    (Scopus)
  • The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth

    Miyuki Sasaki, Yoko Kozaki, Steven J. Ross

    Modern Language Journal   101 ( 1 ) 163 - 178  2017.03  [Refereed]

    Authorship:Lead author

     View Summary

    This study explores the effects of various motivational variables operating within 44 English classes on 1-year-long gains in the English reading proficiency of 1,149 Japanese university students. The study adds new knowledge to the recent outcomes of second language (L2) motivational studies in 3 major ways. First, the explanatory variables include the participants’ own motivation as well as the class norms (ethos) shared by class members, some of which (e.g., career aspirations) were not directly related to their L2 learning. Second, multi-level modeling enabled a simultaneous analysis of L2 proficiency growth over 1 year at both the individual and the class levels. Third, its explanatory sequential mixed methods design (Cresswell,) demonstrated how the participants’ own accounts help to explain the initial quantitative results in ways the researchers’ outsider speculations could not. The statistical results indicate that the 44 classes grew in L2 reading abilities at significantly different rates over the year and that these differences can be explained by the students’ perceptions of their classmates’ normative career aspirations (among other predictors). These results suggest that being surrounded by classmates with high career aspirations may lead to higher motivation to study the L2 even if students are not highly motivated in the beginning.

    DOI

    Scopus

    21
    Citation
    (Scopus)
  • Impacts of an ICT-assisted program on attitudes and English communicative abilities: An experiment in a Japanese high school.

    Yuki, Higuchi, Miyuki Sasaki, Makiko Nakamuro

    RIETI Discussion Paper Series 17-E-030    2017  [Refereed]

  • Effects of study-abroad experiences on L2 writing: Past research and future perspectives

    Miyuki Sasaki

    Acquisition of Japanese as a Second Language   17 ( 17 ) 97 - 111  2014  [Refereed]  [Invited]

    CiNii

  • 第2言語ライティング行動発達の研究方法を求めて:歴史生態学的方法の可能性

    佐々木みゆき

    第24回第二言語習得研究会(JASLA)全国大会予稿集   24   113 - 117  2013  [Refereed]  [Invited]

  • An alternative approach to replication studies in second language writing: An ecological perspective

    Miyuki Sasaki

    Journal of Second Language Writing   21 ( 3 ) 303 - 305  2012.09  [Refereed]  [Invited]

    DOI

    Scopus

    5
    Citation
    (Scopus)
  • Changing relationships among L2 writing strategies, L2 proficiency, and L2 writing ability: A dynamic systems approach

    Miyuki Sasaki, Naoko Taguchi, Tomoko Yashima

    The JACET International Convention Proceedings: The JACET 51st International Convention   29   315 - 321  2012  [Refereed]

    Authorship:Lead author

  • Effects of Varying Lengths of Study-Abroad Experiences on Japanese EFL Students&apos; L2 Writing Ability and Motivation: A Longitudinal Study

    Miyuki Sasaki

    TESOL QUARTERLY   45 ( 1 ) 81 - 105  2011.03  [Refereed]

     View Summary

    The present study investigated the effects of varying lengths of overseas experiences on 37 Japanese students&apos; English writing ability and motivation over 3.5 years. The students were observed at the beginning of their first year and in the middle of their second, third, and fourth years at their university. During the 3.5-year observation period, 28 of the 37 students spent 1.5 to 11 months in English-speaking countries. The results revealed that (1) students&apos; second language (L2) writing ability did not change in a linear way; (2) over the 3.5 years, students who spent some time abroad significantly improved their L2 writing ability whereas those who stayed in Japan did not; (3) many of those students who went abroad formed L2-related imagined communities that possibly motivated them to improve their L2 writing ability; (4) those students who spent more than 4 months abroad improved their L2 writing ability significantly more than the other students; and (5) only those students who spent more than 8 months abroad became intrinsically motivated and voluntarily practiced to improve their L2 writing. doi: 10.5054/tq.2011.240861

    DOI

    Scopus

    85
    Citation
    (Scopus)
  • The 150-year history of English language assessment in Japanese education

    Miyuki Sasaki

    Language Testing   25 ( 1 ) 63 - 83  2008.01  [Refereed]  [Invited]

     View Summary

    In the present study I describe the 150-year history of school-based English language assessment in Japan. The history is divided into four major periods according to the purposes of English language education set by the government in the different periods: (1) 1860 to 1945, when English was first introduced and taught in schools mainly for elite classes; (2) 1945 to 1970, when English became part of the compulsory education for the first time; (3) 1970 to 1990 when English began to be regarded as the most effective means to communicate with foreign people in the rapidly shrinking world; and (4) 1990 to the present, when several innovative policies have been introduced into classroom measurement systems. I describe how assessment practices for English education at schools ill each of these periods were and still are affected by various factors, including political, economic, and demographic changes in society, as well as academic paradigm shifts in the fields of education and applied linguistics.

    DOI

    Scopus

    37
    Citation
    (Scopus)
  • Effects of study-abroad experiences on EFL writers: A multiple-data analysis

    Miyuki Sasaki

    Modern Language Journal   91 ( 4 ) 602 - 620  2007.12  [Refereed]

     View Summary

    This study was a comparison of the changes in English writing behavior of 7 Japanese university students (the study-abroad group) who spent 4 to 9 months in English-speaking countries with those of 6 counterparts majoring in British and American studies (the at-home group) who remained in Japan. The study aimed at confirming the results of Sasaki (2004), who investigated similar students' English-writing behavior over 3.5 years. After a 1-year observation period, (a) both groups improved their general English proficiency
    (b) only those in the study-abroad group improved their second language (L2) writing ability and fluency
    (c) unlike Sasaki's participants, the study-abroad group made more local plans and the at-home group fewer
    (d) at the end of the study, both groups translated their ideas into the L2 as often as they did at the beginning of the study
    and (e) only the study-abroad group became more motivated to write better L2 compositions. © 2007 The Modern Language Journal.

    DOI

    Scopus

    89
    Citation
    (Scopus)
  • A multiple-data analysis of the 3.5-year development of EFL student writers

    Miyuki Sasaki

    Language Learning   54 ( 3 ) 525 - 582  2004.09  [Refereed]

     View Summary

    The present study investigated the changes in Japanese students' English writing behaviors over a 3.5-year period using multiple data sources including written texts, videotaped writing behaviors, and stimulated-recall protocols. Data from student interviews supplemented the analyses. Because 6 (henceforth, English as a second language [ESL] students) out of the 11 participants spent 2 to 8 months in English-speaking environments, the study was also able to examine the effects of such overseas experiences. The results revealed that over the observation period (a) both the English as a foreign language (EFL, remaining in Japan) and the ESL students improved their English proficiency, English composition quality/fluency, and confidence in English writing; (b) the ESL students' overseas experiences were helpful for improving their writing strategy use and motivation to write better compositions; and (c) neither group's abilities or skills became like those of the EFL experts studied in Sasaki (2002).

    DOI

    Scopus

    127
    Citation
    (Scopus)
  • Effects of cultural schemata on students' test-taking processes for cloze tests: A multiple data source approach

    Miyuki Sasaki

    Language Testing   17 ( 1 ) 85 - 114  2000  [Refereed]

     View Summary

    The present study investigated how schemata activated by culturally familiar words might have influenced students” cloze test-taking processes. Sixty Japanese EFL students were divided into two groups with equivalent English reading proficiency. They completed either a culturally familiar or an unfamiliar version of a cloze test. Partially replicating Chihara et al.'s (1989) experiment, several unfamiliar words in the original cloze test passage were changed to more familiar ones in the modified version. Unlike in Chihara et al. (1989), however, students were asked to give verbal reports of their test-taking processes, and to recall the passage after they had completed the tests. Thus, the two groups” test-taking activities were compared in terms of: 1) item performance
    2) expressing correct understanding of the key terms while solving the items and recalling
    3) the amount of text information they used to complete the items
    and 4) the quantities and qualities of the final recalls. Results demonstrated that those who read the culturally familiar cloze text tried to solve more items and generally understood the text better, which resulted in better performances than those of the students who read the original text. These results also support the claim that cloze tests can measure higher-order processing abilities. © 2000, Sage Publications. All rights reserved.

    DOI

    Scopus

    51
    Citation
    (Scopus)
  • Toward an Empirical Model of EFL Writing Processes: An Exploratory Study

    Miyuki Sasaki

    Journal of Second Language Writing   9 ( 3 ) 259 - 291  2000  [Refereed]

     View Summary

    The present study investigated EFL learners' writing processes using multiple data sources including their written texts, videotaped pausing behaviors while writing, stimulated recall protocols, and analytic scores given to the written texts. Methodologically, the study adopted a research scheme that has been successfully used for building models of Japanese L1 writing. Three paired groups of Japanese EFL writers (experts vs. novices, more- vs. less-skilled student writers, novices before and after 6 months of instruction) were compared in terms of writing fluency, quality/complexity of their written texts, their pausing behaviors while writing, and their strategy use. The results revealed that (a) before starting to write, the experts spent a longer time planning a detailed overall organization, whereas the novices spent a shorter time, making a less global plan
    (b) once the experts had made their global plan, they did not stop and think as frequently as the novices
    (c) L2 proficiency appeared to explain part of the difference in strategy use between the experts and novices
    and (d) after 6 months of instruction, novices had begun to use some of the expert writers' strategies. It was also speculated that the experts' global planning was a manifestation of writing expertise that cannot be acquired over a short period of time.

    DOI

    Scopus

    166
    Citation
    (Scopus)
  • Effects of teaching metaknowledge and journal writing on Japanese university students’ EFL writing

    Keiko Hirose, Miyuki Sasaki

    JALT Journal   22 ( 1 ) 94 - 113  2000  [Refereed]

  • Development of an analytic rating scale for Japanese L1 writing

    Miyuki Sasaki, Keiko Hirose

    Language Testing   16 ( 4 ) 457 - 478  1999  [Refereed]

    Authorship:Lead author

     View Summary

    The present study developed an analytic rating scale for Japanese university students' first language (L1) expository writing. Research proceeded in four stages. In Stage 1, we devised a questionnaire to investigate Japanese L1 teachers' criteria for evaluating expository writing. A total of 102 teachers responded to the questionnaire, and rated the 35 related descriptions according to their importance. In Stage 2, based on the questionnaire results, we either eliminated or reorganized these 35 descriptions under six analytic criteria: 1) Clarity of the theme
    2) Appeal to the readers
    3) Expression
    4) Organization
    5) Knowledge of language forms
    and 6) Social awareness. Then, in Stage 3, we attempted to investigate possible weighting of these six criteria. We asked 106 teachers to rate two to four compositions with varied profiles using both a holistic scale and the obtained analytic scale. The results showed that the explanatory power of each criterion can vary from composition to composition, and thus we concluded that the six criteria should have equal weighting. Finally, in Stage 4, we pilot-tested the obtained scale using a new set of 69 compositions. The results indicate that the present scale is both valid and reliable, and that it is superior to a traditional analytic scale in capturing such composition qualities as appeal to the readers and social awareness. © 1999 Arnold.

    DOI

    Scopus

    30
    Citation
    (Scopus)
  • Investigating EFL students' production of speech acts: A comparison of production questionnaires and role plays

    M Sasaki

    JOURNAL OF PRAGMATICS   30 ( 4 ) 457 - 484  1998.10  [Refereed]

     View Summary

    The present study compares two popular measures of second language pragmatic competence: production questionnaires and role plays. Twelve Japanese university students representing three different English proficiency levels responded to both measures for the same four request and four refusal situations. Response length, range and content of the expressions, and native speaker evaluations of these responses were analyzed.
    The production questionnaire and role play elicited somewhat different production samples from the students. Role plays induced longer responses, and a larger number and greater variety of strategies/formulas, than production questionnaires. These differences appear to be caused by the interactive nature of role plays. Students often switched strategies for the same situations across different methods. Such intra-participant variations could have been missed if different participants had responded to different methods as in many previous studies. In addition, the correlation between the appropriateness scores of the two methods was not high enough to support the claim that they measured exactly the same trait. The low correlation probably resulted not only because the two methods produced different responses, but also because the role play responses provided additional audio-visual information, which might have affected the raters' evaluations. These findings suggest that production questionnaire scores cannot be simply substituted for role play scores.

  • Topic continuity in Japanese-English interlanguage

    M Sasaki

    IRAL-International Review of Applied Linguistics In Language Teaching   35 ( 1 ) 1 - 21  1997.02  [Refereed]

     View Summary

    The present study examined how a new topic was introduced, maintained, and changed in the Japanese-English interlanguage data of a 45 minute interview between a native and a non-native speaker of English. Retrospective accounts recorded after the interview were used to complement the interlanguage data. In order to achieve a more comprehensive perspective of the interlanguage, the function and distribution of certain topic marking devices in the present data were compared with those of equivalent devices in both native Japanese and English data. Results indicate that, although the topic marking system of the interlanguage shared some features with the first and second languages, it maintained features independent of these languages. Furthermore, the interlanguage data confirmed to two language universal hypotheses of Givon's (1984) topic continuity hierarchy and Du Bois' (1987) preferred argument structure. Possible causes for some unique features observed in the interlanguage were also discussed.

  • Explanatory variables for EFL students' expository writing

    Miyuki Sasaki, Keiko Hirose

    Language Learning   46 ( 1 ) 137 - 174  1996.03  [Refereed]

    Authorship:Lead author

     View Summary

    This study investigated factors that might influence Japanese university students' expository writing in English. We examined 70 students of low- to high-intermediate English proficiency along a variety of dimensions, namely, second language (L2) proficiency, first language (L1) writing ability, writing strategies in L1 and L2, metaknowledge of L2 expository writing, past writing experiences, and instructional background. We considered these multiple factors as possible explanatory variables for L2 writing.
    Quantitative analysis revealed that (a) students' L2 proficiency, L1 writing ability, and metaknowledge were all significant in explaining the L2 writing ability variance; (b) among these 3 independent variables, L2 proficiency explained the largest portion (52%) of the L2 writing ability variance, L1 writing ability the second largest (18%), and metaknowledge the smallest (11%); and (c) there mere significant-correlations among these independent variables. Qualitative analysis indicated that good writers were significantly different from weak writers in that good writers (a) paid more attention to overall organization while writing in L1 and L2; (b) wrote more fluently in LI and L2; (c) exhibited greater confidence in L2 writing for academic purposes; and (d) had regularly written more than one English paragraph while in high school. There was no significant difference between good and weak writers for other writing strategies and experiences. On the basis of these results, we propose an explanatory model for EFL writing ability.

  • Explanatory variables for Japanese students' expository writing in English: An exploratory study

    Keiko Hirose, Miyuki Sasaki

    Journal of Second Language Writing   3 ( 3 ) 203 - 229  1994  [Refereed]

     View Summary

    The present study investigated the relationship between Japanese students' English L2 expository writing and several factors that might influence the quality of the writing product. Nineteen Japanese university students provided both quantitative and qualitative data. Quantitative analysis showed that the students' L2 proficiency and L1 writing ability accounted for a large proportion of variances in L2 writing quality. The finding that L1 writing ability was highly correlated with L2 writing ability is important because it suggests the existence of composing competence across L1 and L2 even for EFL students. There was also a significant interaction between this composing competence and L2 proficiency. Qualitative analysis suggested that the students' composing competence was related to: (a) use of several good writers' strategies, (b) writing fluency, and (c) confidence in writing. Furthermore, probably due to the input-poor EFL environment, the amount of self-initiated L2 writing experiences seemed to ploy an important role in determining students' L2 writing quality. © 1994.

    DOI

    Scopus

    54
    Citation
    (Scopus)
  • Relationships among second language proficiency, foreign language aptitude, and intelligence: A protocol analysis

    Miyuki Sasaki

    Language Learning   43 ( 4 ) 469 - 505  1993.12  [Refereed]

     View Summary

    The present protocol analysis supplements Sasaki's (1993) study, which used structural equation modeling to investigate the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). In the present study, 6 participants randomly selected from the same subject pool took different types of SLP tests, a foreign language aptitude battery, and an intelligence test. The researcher attempted (a) to test Bachman and Palmer's (1982) hypothesis that a general SLP factor is related to the amount of information processing required for solving a given item, (b) to compare cognitive processes and strategies employed for different types of aptitude/intelligence tests, and (c) to compare the quality and quantity of test-taking processes employed by students with different levels of SLP.

  • Relationships among second language proficiency, foreign language aptitude, and intelligence: A structural equation modeling approach

    Miyuki Sasaki

    Language Learning   43 ( 3 ) 313 - 344  1993.09  [Refereed]

     View Summary

    The present study investigated the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). The research had two objectives: (a) to examine the factor structure of several different SLP test scores; and (b) to investigate the relationship between a general SLP factor (G-SLP) and a hypothetical general cognitive factor (G-COG) that was assumed to influence foreign language aptitude, verbal intelligence, and reasoning. Several competing hypotheses were tested using structural equation modeling. Participants consisted of 160 Japanese college students studying English as a foreign language.
    The results supported two models of SLP: one in which several specific trait factors were highly correlated with each other, and another in which these specific trait factors were connected to a higher-order G-SLP factor. Because there were only three first-order specific factors, these two models could not be distinguished from each other. Further investigation suggested that G-SLP and G-COG were not identical, but mutually correlated (r=0.65). This relationship implies that students' SLP and cognitive abilities were influenced by two distinct, but mutually correlated factors. More than half the G-SLP variance (58%) could not be explained by the G-COG factor. Several suggestions for further studies are presented.

  • An analysis of sentences with nonreferential there in spoken American English

    Miyuki Sasaki

    Word-Journal of the International Linguistic Association   42 ( 2 ) 157 - 178  1991.08  [Refereed]

  • A comparison of two methods for detecting differential I item functioning in an ESL placement test

    Miyuki Sasaki

    Language Testing   8 ( 2 ) 95 - 111  1991  [Refereed]

     View Summary

    This paper compares two approximation techniques for detecting differential item functioning (DIF) in an English as a second language (ESL) placement test when the group sizes are too small to use other possible methods (e.g., the three parameter item response theory method). An application of the Angoff delta- plot method (Angoff and Ford, 1973) utilizing the one parameter Rasch model adopted in Chen and Henning (1985), and Scheuneman's chi-square method (Scheuneman, 1979) were chosen because they are among the few methods appropriate for a sample size smaller than 100. Two linguistically and culturally diverse groups (Chinese and Spanish speaking) served as the subjects of this study. The results reveal that there was only marginal overlap between DIF items detected by Chen and Henning's method and Scheuneman's method
    the former detected fewer DIF items with less variety than the latter. Moreover, Chen and Henning's method tended to detect easier items with smaller differ ences in p-value between the two groups whereas Scheuneman's method tended to detect items with the opposite features. Implications of these results are discussed. © 1991, Sage Publications. All rights reserved.

    DOI

    Scopus

    32
    Citation
    (Scopus)
  • Topic prominence in Japanese EFL students' existential constructions

    Miyuki Sasaki

    Language Learning   40 ( 3 ) 337 - 368  1990.09  [Refereed]

  • Copying, reading, and writing of kana and simple forms by Japanese preschoolers

    Jun Yamada, Miyuki Sasaki, Naoko Motooka

    PERCEPTUAL AND MOTOR SKILLS   66 ( 2 ) 387 - 394  1988.04  [Refereed]

  • Is UGUISU an exceptional 'idiosyncratic variation?': Another counterexample to the `natural order'

    佐々木みゆき

    中国四国教育学会研究紀要   32   170 - 174  1987

  • Change in interclausal relation: Universal side of second language acquisition

    佐々木みゆき

    中国地区英語教育学会研究紀要   17   43 - 53  1987

    DOI CiNii

  • Linguistic Change in interlanguage: Formula X

    佐々木みゆき

    中国地区英語教育学会研究紀要   17   171 - 177  1987

    DOI CiNii

▼display all

Books and Other Publications

  • The science of learning English as a foreign language

    Tatsuya Nakata, Yuichi Suzuki, Yo Hamada, Shuhei Kadota, Akira Hamada, Nobuhiro Kamiya, Ryo Nitta, Tomohito Hiromori, Wataru Suzuki, Miyuki Sasaki( Part: Joint author, Chapter 12 Learning English through study abroad (pp. 203-218))

    Kenkyuusha  2022.04 ISBN: 9784327453077

  • Japanese stakeholders’ perceptions of IELTS writing and speaking tests and their impact on communication and achievement. IELTS Research Reports Online Series

    Noriko Iwashita, Miyuki Sasaki, Annita Stell, Megan Yucel( Part: Joint author)

    IELTS  2021.04

  • Professional development in applied linguistics : A guide to success for graduate students and early career faculty

    Luke Plonsky, Aysenur Sagdic, Daniel, R. Isbell, Alison Mackeu, Peter I. De Costa, Tove Larsson, Shawn Loewen, Rhonda Oliver, Miyuki Sasaki, Nicole Tracy-Ventura, John Bitchener, Avizia Long, Kristopher Kyle, Graham Crookes, Bryan Smith, Rbecca Sachs, Heydi Byrnes, Jean-Marc Dewaele, Deborah Tannen, Kimberly Geeslin, Laura Gurzynski-Weiss( Part: Joint author, Living on the periphery: Cause of despair or source of hope? (pp. 60-62))

    John Benjamins  2020.07 ISBN: 9789027207128

  • Transnational writing education: Theory, history, and practice

    ( Part: Joint author, Chapter 8: Effects of study-abroad experiences on L2 writing: Insights from published research)

    Routledge  2018.06 ISBN: 9780815383505

  • The Handbook of Second and Foreign Language Writing

    ( Part: Joint author, Chapter 8: L2 writers in study-abroad contexts)

    De Gruyter Mouton  2018.02

  • L2 writing in the global context: Represented, underrepresented, and unrepresented voices

    ( Part: Joint author, Chapter 8: L2 writers in study-abroad contexts (pp. 163-178))

    Foreign Language Teaching and Research Press  2016.09

  • The Companion to Language Assessment

    ( Part: Joint author, Chapter 79: Introspective methods)

    Wiley-Blackwell  2013

  • 比較教育学事典

    (English educaiton in Japan (pp. 51-52).)

    東信堂  2012

  • Learning, teaching, and researching writing in foreign language contexts

    Multilingual Matters  2009 ISBN: 9781847691842

     View Summary

    I only wrote Part 1-1 (pp. 49-76)

  • Second language writing research: Perspectives on the process of knowledge construction

    Lawrence Erlbaum  2005 ISBN: 0805850457

     View Summary

    I only wrote Chapter 6 (pp. 79-92)

  • Writing for scholarly publication: Behind the scenes in language education

    Lawrence Erlbaum  2003 ISBN: 0805842438

     View Summary

    I only wrote Chapter 15 (pp. 211-221)

  • Individual differences and instructed language learning

    John Benjamins  2002 ISBN: 9027216932

     View Summary

    We only wrote Chapter 11 (pp. 267-299) with Steve Ross and Naoko Yoshinaga

  • New directions for research in L2 writing

    Kluwer Academic  2002 ISBN: 1402005385

     View Summary

    I only wrote Chapter 3 (pp. 49-80)

  • Reflections on multiliterate lives

    Multilingual Matters  2001 ISBN: 1853595225

     View Summary

    I only wrote Part 1-9 (pp. 110-120)

  • Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses

    Peter Lang  1996 ISBN: 0820424978

  • 英語教育学研究:松村幹男先生退官記念論文集

    Multilingual Matters  1995

     View Summary

    I only wrote a chapter (pp. 410-420)

  • ことばと文学と文化と:安藤貞雄博士退官記念論文集

    英潮社新社  1991

     View Summary

    We only wrote a chapter (pp. 445-457)

  • The TESOL Encyclopedia of English Language Teaching

    John Wiley&Sons. 

▼display all

Presentations

  • Toward commensurability and diversity in complexity: Diverse approaches to second language acquisition/teaching (SLA/T) in dialogue

    Miyuki Sasaki, Dwight Atkinson, Lourdes Ortega, Anamaria Sagre, Wander Lowie, Steven Thorne, Simona Pekarek-Doehler, Soren Eskildsen, Marije Michel

    American Association for Applied Linguistics Annual Conference, Portland, OR 

    Presentation date: 2023.03

    Event date:
    2023.03
     
     
  • Impact of stay abroad on skills development and career choice: Evidence from Japanese high school and university students

    Yuki Higuchi, Makiko Nakamuro, Miyuki Sasaki

    Japanese Economic Association, Spring Convention 

    Presentation date: 2021.05

    Event date:
    2021.05
     
     
  • Emergence and transferability of audience awareness in writers of L2 Japanese through web-based exchanges

    Miyuki Sasaki

    American Association for Applied Linguistics Annual Virtual Conference 

    Presentation date: 2021.03

  • A non-deficit view of multilingual researchers: Transdisciplinary hopes? Inequities in journal publishing: A conversation with multilingual scholars

    Miyuki Sasaki  [Invited]

    American Association for Applied Linguistics Webinar Series 

    Presentation date: 2021.01

    Event date:
    2021.01
     
     
  • Investigating L2 writing development: What lies ahead and beyond

    Miyuki Sasaki  [Invited]

    ESRC (Economic and Social Research Council)-JSLARF (Japan Second Language Research Forum) Symposium 

    Presentation date: 2020.10

    Event date:
    2020.10
     
     
  • Development of L2 writing strategy use: Shared patterns and uniqueness

    MIYUKI SASAKI  [Invited]

    Public Research Talk, School of Languages and Linguistics, University of Melbourne 

    Presentation date: 2018.03

  • Development of L2 writing strategy use: A mixed methods approach

    MIYUKI SASAKI  [Invited]

    Symposium on Academic Writing in an L2 Context. University of Tokyo 

    Presentation date: 2018.01

  • Longitudinal Development in L1 and L2 Writing: Shared patterns and individual differences

    American Association for Applied Linguistics Annual Conference, Portland, OR 

    Presentation date: 2017

  • Effects of study-abroad experiences on L2 writing: Insights from published research

    Public Research Talk at the Department of Linguistics, Georgetown University, Washington DC 

    Presentation date: 2017

  • Impacts of online English learning on attitudes and English communicative abilities: Experimental evidence from Japanese high schoolers

    Japanese Economic Association, Waseda University, Japan 

    Presentation date: 2016

  • Developmental trajectories in L2 writing strategy use: Systematicity and individuality

    Symposium on Second Language Writing, Arizona State University, Tempe, AZ 

    Presentation date: 2016

  • Developmental trajectories in L2 writing strategy use: Systematicity and individuality

    Second Language Research Forum. Teachers College, Columbia University. New York 

    Presentation date: 2016

  • Dynamic changes in the relationship between L1 and L2 writing abilities and L2 proficiency in Japanese multi-competent writers

    American Association for Applied Linguistics Annual Conference 

    Presentation date: 2015

  • Longitudinal development in L1 and L2 writing: An ecological approach

    Symposium on L2 Writing, OISE, University of Toronto 

    Presentation date: 2015

  • Japanese students’ longitud inal development in 2 writing strategy: A historical –ecological approach

    Symposium on Second Language Writing, Shandong University, Auckland, New Zealand 

    Presentation date: 2015

  • Longitudinal developmentof L1 and L2 writing in Japanese students: An Ecological approach

    American Association for Applied Linguistics Annual Conference, Portland, OR 

    Presentation date: 2014

  • 第2言語ライティング研究:目の前の現象をどう捉えて、未来に生かすか

    第19回関西英語教育学会、関西学院大学 

    Presentation date: 2014

  • 第二言語ライティング能力の長期的発達:実証主義的アプローチと生態学的アプローチの接点

    第30回JACET中部支部大会、椙山女学園大学 

    Presentation date: 2014

  • Impacts of group motivational dynamics on Japanese students’ EFL development.

    International Conference on Motivational Dynamics and Second Language Acquisition. University of Nottingham, Nottingham 

    Presentation date: 2014

  • 第2言語ライティング行動発達の研究方法を求めて:歴史生態学的方法の可能性

    第二言語習得研究会(JASLA)全国大会 広島大学 

    Presentation date: 2013

  • 全入時代の高校3年生の英語ライティング力:どこまで書けるのか、書ければ良いのか

    英語教育改革フォーラム. 東京国際大学. 

    Presentation date: 2013

  • Development of Japanese Students as Multicompetent Writers: An Ecological Perspective.

    EFL Writing in East Asia: Crossing the Boarders. Chiba, Japan 

    Presentation date: 2013

  • English writing instruction in senior high schools in Japan: Its goals, its product, and its future

    Symposium on Second Language Writing, Shandong University, Shandong, China 

    Presentation date: 2013

  • Reexamining writing assessment rubrics in the classroom

    Annual Convention of Teachers of English to Speakers of Other Languages (TESOL), Dallas, Texas 

    Presentation date: 2013

  • Studies of Japanese EFL writers: Past, present, and future

    The Fourth Symposium on Writing Centers in Asia. National Graduate Institute for Policy Studies, Tokyo, Japan 

    Presentation date: 2012

  • Effects of different learning environments on various types of English skills and knowledge in Japanese students: Mixed-method approaches

    JACET 51st International Convention, Aichi Prefectural University, Aichi, Japan 

    Presentation date: 2012

  • Effects of varying lengths of study-abroad experiences on product and process in Japanese students learning to write in English

    American Association for Applied Linguistics Annual Conference, Chicago, Illinouis. 

    Presentation date: 2011

  • Effects of web-based communication tasks on L2 students’ development of a sense of audience

    Symposium on Second Language Writing, Howard International House, Taipei 

    Presentation date: 2011

  • Becoming a writing researcher

    Symposium on Second Language Writing at Howard International Hotel, Taipei. 

    Presentation date: 2011

  • A dynamic systems approach to interaction among L2 writing strategy use, L2 proficiency, and L2 writing ability as these develop in Japanese student

    Paper presented at the Second Language Studies Lecture Series, University of Hawai’i at Manoa 

    Presentation date: 2011

  • Effects of a six-week study-abroad program on L2 writing: A case study of four Japanese learners of English

    American Association for Applied Linguistics Annual Conference, Atlanta 

    Presentation date: 2010

  • Japanese students learning to write in English: A longitudinal analysis of the effects of study-abroad experiences

    Symposium on Second Language Writing, University of Murcia, Spain 

    Presentation date: 2010

  • What contributions can study of JapaneseEFL learners make to the field of L2 writing?

    Symposium on Second Language Writing at the University of Murcia 

    Presentation date: 2010

  • 第二言語ライティング力の発達:認知と環境、ProcessとProduct、Etic的アプローチとEmic的アプローチ

    大学英語教育学会中部支部定例研究会 

    Presentation date: 2010

  • L2 writing in EFL higher education. Presentation for the Writing Interest Section’s Academic Session

    TESOL Annual Convention, Denver, Colorado 

    Presentation date: 2009

  • Changes in Japanese students’ English writing ability, strategy-use, and motivation during their 3.5 year university life

    The 26th Conference of English Teaching and Learning in the Republic of China. National Tsing Hua University, Taiwan 

    Presentation date: 2009

  • アウトプットとしての第二言語ライティング力と動機づけの縦断的研究

    第35回全国英語教育学会 

    Presentation date: 2009

  • 第2言語ライティング力研究」の過去、現在、未来

    日本言語テスト学会 第13回全国研究大会 

    Presentation date: 2009

  • Writing in dual voices: A case study of an expert bilingual academicwriter

    American Association for Applied Linguistics Annual Conference, Washington, D.C 

    Presentation date: 2008

  • Japanese students learning to write in English for 3.5 years: Confirmatory andexploratory approaches

    ILA 2008: World Congress of Applied Linguistics, University of Essen, Germany 

    Presentation date: 2008

  • Changes in EFL students’ writing over 3.5 years: Influences of study-abroad experiences and other socio-cognitive factors

    Conference on Social and Cognitive Aspects of Second Language Learning and Teaching, The University of Auckland, New Zealand 

    Presentation date: 2007

  • Changes in L2 writing ability and motivation over 3.5 years: A socio-cognitive account.

    Symposium on Second Language Writing, Nagoya Gakuin University, Japan 

    Presentation date: 2007

  • The 150 Year history of English language assessment at schools in Japan.

    International Conference on English Instruction and Assessment, National Chung Cheng University, Taiwan 

    Presentation date: 2006

  • A comparison of production questionnairesand role plays assessing L2 pragmatic competence

    Language Testing Research Colloquium, Ottawa 

    Presentation date: 2005

  • Autoehnography of L1 and L2 literacies

    The annual convention of Teachers of English to Speakers of Other Languages, Long Beach, California 

    Presentation date: 2004

  • Effects of study-abroad experiences on EFL writers: An exploratory multiple-data analysis

    The annual conference of American Association of Applied Linguistics, Portland, Oregon 

    Presentation date: 2004

  • Autoethnography no kokoromi: Daini gengo de kaku to iukoto [An attempt of "aotoethnography: Writing in a second language]

    E-Step Seminar, Hiroshima 

    Presentation date: 2004

  • Hypothesis generation and hypothesis testing: Two complementary studies of EFL writing processes

    Symposium on Second Language Writing, Purdue University, West Lafayette, Indiana 

    Presentation date: 2002

  • A multiple-data analysis of the three-year development of EFL students' writing processes

    The annual conference of American Association of Applied Linguistics, Salt Lake City, Utah 

    Presentation date: 2002

  • The development of EFL students' writing processes over a three year period

    Pacific Second Language Research Forum, University of Hawai'i at Manoa 

    Presentation date: 2001

  • Toward an empirical model of EFL students' writing processes

    Symposium on Second Language Writing, Purdue University, West Lafayette, Indiana 

    Presentation date: 2000

  • Toward an empirical model of L2 writing processes

    Pacific Second Language Research Forum, Aoyama Gakuin University, Tokyo 

    Presentation date: 1998

  • Assessing Japanese students' pragmatic competence in English as aforeign language: A comparison of production questionnaires and role plays

    American Association of Applied Linguistics, Long Beach, California 

    Presentation date: 1995

  • 1995年以前の研究発表は省略)

▼display all

Research Projects

  • 第3言語圏留学がもたらすもの:多言語多文化社会で「生きる力」への長期的影響

    日本学術振興会  科学研究費助成事業 基盤研究(B)

    Project Year :

    2020.04
    -
    2023.03
     

    佐々木 みゆき, 鎌倉 義士, 水本 篤, 秋山友香

     View Summary

    海外で一定期間を過ごす「留学」は近年急速に大衆化してきた。しかし、その効果の研究の大半は、話し言葉の発達への影響の量的研究に集中しており、IT勃興とともに重要度を増してきた「書く力」への影響は、筆者らの研究を除いて国内外にほとんどない。又、筆者らの研究においても、動機づけや書くプロセスへの影響にのみ焦点をあてており、異文化共生力への影響や、多言語主義アプローチで対象となる第3言語能力への影響は調査対象としていなかった。本研究では、このような点を背景に、3年間で次の4つの学術的な問いに取り組む予定である。 (1)第1、第2、第3言語ライティング力は留学前後でどのように変化し、相互に影響を与えるか。 (1)言語以外の能力や資質は、留学前後でどのように変化し、相互に影響を与えるか。 (3)目標言語である第3言語ライティング力の向上に最も影響するものは何か。 (4)当該の留学は、参与者の将来にどのような影響を持つか。
    <BR>
    2020年度は、(1)から(4)の目的に答えるため、対象参与者が大学1年後半に在学時(11月)と、中国語圏に留学し帰国した直後(9月ごろ)に関連データを収集することを計画していたが、新型コロナウィルスの世界的な蔓延のため、対象となる大学が留学制度自体をキャンセルしたため、データ収集ができなかった。
    そのため、主に2019年度に収集した試行実験の結果をもとに、リサーチクェスチョンに答えるために最も最適なデータ収集方法を模索した。具体的には、共同研究者と協議したり、外部の研究者を招いて2019年度に収集したデータを精査し、信頼性と妥当性の低い変数を削除したり、最先端の研究で使われている変数を加えることを決定し、本実験で使用する変数をほぼ決定することができた。

  • To promote evidence-based policy making in education

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2020.04
    -
    2022.03
     

    NAKAMURO Makiko

     View Summary

    The concept that policy making should not be based on the intuition and experience of policy makers or in response to the demands of specific stakeholders, but rather on rigorous policy impact evaluation and comparisons of the cost-effectiveness of multiple policies as a basis for making policy decisions, has already become the standard in Europe and the United States. This is called "Evidence-based Policy Making (EBPM). Although there is momentum for the promotion of EBPM in Japan, in general, it is far from the level of Europe and the United States. In this study, a group of researchers consisting of experts in policy evaluation collaborated with public offices, local governments, and companies to examine the effectiveness of educational policies actually implemented by policy makers.

  • Japanese stakeholders’ perceptions of IELTS writing and speaking tests and their impacts on communication and achievement

    IELTS® Research Grant 

    Project Year :

    2019.06
    -
    2020.06
     

    Noriko Iwashita, Annita Stell, Megan Yucel, The University of Queensland, Miyuki Sasaki, Nagoya City University

  • 日本人学習者のウェブ上英語ライティング行動における「読み手意識」の長期的発達

    名古屋市立大学 

    Project Year :

    2017
    -
    2020
     

    佐々木みゆき

  • 第二言語ライティング行動の長期的発達:ダイナミックシステム理論からのアプローチ

    名古屋学院大学・名古屋市立大学 

    Project Year :

    2012
    -
    2016
     

    佐々木みゆき

  • 社会・認知的視点から見た外国語としての英語ライティング力と動機づけの長期的発達

    名古屋学院大学 

    Project Year :

    2008
    -
    2012
     

    佐々木みゆき

  • 第2言語としての英語産出モデルの構築:長期的発達と社会文化的影響の視点から

    名古屋学院大学 

    Project Year :

    2006
    -
    2008
     

    佐々木みゆき

  • 長期的発達の視点からの英語文章産出モデルの構築

    名古屋学院大学 

    Project Year :

    2002
    -
    2006
     

    佐々木みゆき

  • 英語文章産出モデルの構築:より効果的な営為作文指導のために

    名古屋学院大学 

    Project Year :

    1997
    -
    2001
     

    佐々木みゆき, 広瀬恵子

  • 英語の語用論的能力を測る2つのテスト方法の比較と妥当性の検討

    名古屋学院大学 

    Project Year :

    1996
    -
    1997
     

    佐々木みゆき

  • 外国語としての英語の語用論的能力を測る熟達度テストの開発

    名古屋学院大学 

    Project Year :

    1993
    -
    1994
     

    佐々木みゆき

  • 発話行為能力を測る熟達度テストの開発に関する基礎研究

    名古屋学院大学 

    Project Year :

    1992
    -
    1993
     

    佐々木みゆき

▼display all

 

Syllabus

▼display all

 

Sub-affiliation

  • Faculty of Education and Integrated Arts and Sciences   Graduate School of Education

Internal Special Research Projects

  • 第二言語英作文の「わかりやすさ」に影響する要因:英文の特徴と読者の特徴から

    2023   Yui Suzukida, Koytaro Takizawa, Kazuya Saito

     View Summary

    This study investigated how L2 readers perceive the comprehensibility (operationally defined as “ease of understanding”) of L2 opinion texts based on readers’ profiles and text characteristics. One hundred Japanese learners of English as an L2 evaluated the comprehensibility of 16 versions of two English opinion essays adapted from Kobayashi and Rinnert (1996). All 16 versions were devised so that each one differed in degree of lexico-grammatical accuracy, coherence (sequences of ideas), and rhetorical organization (inductive vs deductive). In addition, we explored evaluators' background variables such as age of onset of L2 learning, L2 teaching experience, L2 use outside the classroom, and metacognition of their own L2 speech (e.g., self-evaluation of native-likeness). Following a series of regression analyses, the findings indicate that: (1) some participants were significantly stricter than L1 readers while others were more lenient; (2) lenient readers were found to have started learning the L2 earlier, used it outside the university longer, and communicated online more often than strict readers; and (3) disrupted sequences of ideas (structural errors) were a common factor affecting comprehensibility while lexico-grammatical errors affected strict readers more than lenient readers when combined with structural errors.

  • 第二言語ライティング指導における機械翻訳の効果とその可能性

    2022   水本篤, Paul Kei Matsuda

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    To examine the usefulness of near-human MT technology in writing instruction, we conducted a mixed-methods study comparing two types of written feedback: Comprehensive direct corrected feedback (CF) and MT feedback. Participants were 23 Japanese university students in an intact L2 writing classroom. Participants were instructed to describe a picture prompt in L2 English and then in L1 Japanese. Half of the participants received CF first and then MT of their L1 Japanese text; the order was reversed for the other group. Participants in both conditions were then asked to study the feedback and describe the same picture prompt. The following week, the both groups completed the same tasks in the reverse order. Results reveal that: 1) CF improved complexity; 2) MT improved accuracy and fluency; and 3) the variations in the outcomes may be explained by different ways in which participants engaged with CF and MT. &nbsp;My coauthors and I wrote these results in a manuscript for possible publication in the Journal of Second Language Writing.

  • 非英語母語話者による第二言語英作文の評価:何が「わかりやすさ」につながるのか

    2021   鈴木田優衣

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    本研究は、文法や語彙等に誤り等を含む日本人の英作文を、様々な特徴を持つ日本人英語学習者に評価してもらうことにより、非英語母語話者のどのような特徴がその評価に影響を与えるかを探索的に調査することを目的とした。日本人評価者を英語母語話者より厳しい採点をしたグループと寛大な採点をしたグループに分けた結果、2グループに次のような示唆に富む特徴が存在することがわかった。&nbsp;(1) 厳しいグループは教員歴・海外在住歴が短い(または無い)が、自分のスピーキングスキルはネイティブに近いと認識していた。(2) 寛大なグループは、教員歴・海外在住歴が長く、自分のスピーキングスキルはネイティブに程遠いと思っていた。