2023 Fiscal Year Final Research Report
Social Authentication and teacher-student motivational synergy in Japanese English as a Foreign Language Teaching
| Project/Area Number |
19K13301
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Sophia University |
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Principal Investigator |
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | Authenticity / Motivation / Language Teaching / Language Learning / Psychology / classroom research |
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| Outline of Final Research Achievements |
Despite many setbacks with COVID, this fund has enabled me to travel to promote my research into teacher-student motivational synergy. I have published 22 papers since 2019. Some of these were co-authored with international scholars in countries around the world. Whilst not all the papers directly related to the project, all of them were influenced by my ongoing classroom-based practitioner research, greatly enhanced by the funding I am so grateful to have received. I also presented at conferences in Japan, the UK and Thailand. In addition, I participated in numerous online conference where I could share my research findings into authenticity and motivation. The main findings support the notion that there is a strong connection between students' and teacher's motivation - what I call motivational synergy. Synergy is strengthened through forging authentic links with content and classroom context, by allowing students to personalise their own learning from a supportive framework.
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| Free Research Field |
Language Teaching
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| Academic Significance and Societal Importance of the Research Achievements |
The findings illuminate how learning works best when students are able to personalise their lessons and find meaningful ways of using the target language for interaction. When students are motivated by the teacher's efforts, the teacher is more likely to put more effort back into teaching.
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