In This Issue
Articles
This issue contains four full-length research articles in English, one Research Forum article in English, and two Expositions articles in English. In the first full-length research article, Andrew Obermeier presents a vocabulary study focusing on flashcard learning of multiword expressions (MWEs). He identifies differences in how the implicit knowledge development of figurative and literal expressions are differently affected by learning MWEs using flashcards. The study shines light on the potential value of strategic flashcard learning for frequent MWEs. Secondly, Randy Appel and Lewis Murray analyze a learner corpus of 420 argumentative essays written in English by learners from three L1 backgrounds (Chinese, Korean, Japanese). They identify intra-group tendencies and intergroup production differences using a contrastive interlanguage approach. The results show tendencies regarding functional categories and individual lexical bundles for each L1 group. Thirdly, Yukiko Ishikawa investigates the Self-Regulated Learning (SRL) development of eight first-year college students. The results of this year-long study are used to discuss the social cognitive model of SRL in the Japanese context with data at each of the four levels of SRL development: observation, emulation, self-control, and self-regulation. This study provides teachers with insights which can potentially facilitate the creation of a learning environment in which learners set meaningful and achievable goals, and identify and use strategies for self-study. Fourthly, Sarah Louise Mason, Alice Chik, and Peter Roger discuss how researchers working at Japanese universities across the country perceive their research trajectories, the purpose of their research, and how they understand their research engagement, realities affected by increased research production requirements and accountability measures.
The Research Forum article is by Aki Tsunemoto, Pakize Uludag, Kim McDonough, and Talia Isaacs, and focuses on the relationship between holistic judgments of second language (L2) speech fluency (i.e., perceived fluency) and temporal measures of fluency (i.e., utterance fluency) using an English read-aloud task with Japanese secondary school students. The results showed that articulation rate and clause-internal pauses were significant predictors for perceived fluency.
The first Expositions paper is by Thomas S. C. Farrell, and discusses important, practical aspects of reflective practice for TESOL teachers. It also provides two different frameworks developed by the author to help teachers reflect on their practice. The second Expositions paper, by Christine P. Casanave, provides a unique and direct look into journal writing as a productive and creative process of socialization and of self-reflection for both teachers and students in their attempts at understanding and shaping their academic, research-based, personal, and professional lives.
Reviews
In this issue, readers have access to six reviews on titles with theoretical content and practical applications to serve the interests of researchers and language instructors. Kathryn Akasaka opens with a review of Task-Based Language Teaching: Theory and Practice from the Cambridge Applied Linguistics series. Tim Greer follows with an examination of an edited volume covering the cross-disciplinary and practical applications for Conversation Analysis in second language (L2) classrooms, content-based language instruction, teacher education, and assessment. Next, Martin Hawkes takes up the fifth edition of Lightbown and Spada’s How Languages are Learned, which he contrasts with the earlier fourth edition that was also published in Japanese. Paul Hullah then outlines the scope, cognitive perspectives, emotions, and innovations of pedagogical stylistics addressed in chapters based on empirical and theoretical work. Martyn McGettigan looks at the monograph authored by Daniel O. Jackson on his research into the underexplored form of reflection: language teacher noticing. Finally, the edited work on humor competency training in ELT from Japan-based John Rucynski Jr. and Caleb Prichard is reviewed by Cathrine-Mette Mork.
From the Editors
This is my first issue serving as the Editor of JALT Journal. In my time as Associate Editor of the journal, I learned much from, and would like to thank, the past-outgoing Editor, Eric Hauser, who got me interested in working on the JALT Journal team. After working with the outgoing Editor, Gregory Paul Glasgow, for two years, I look forward to working with him in his capacity as Consulting Editor. I have no doubts that I will continue to find solace in Gregory’s professional advice and warm friendship. I am also very grateful to Jeremie Bouchard, who is the Associate Editor of JALT Journal. Jeremie’s early transition to the onboarding process made my transition to the Editor role a smooth one.
—Dennis Koyama, JALT Journal Editor
We, the JALT Journal team, extend our sincere thanks to outgoing Assistant Reviews Editor, John Nevara, whose professional support with book reviews has been invaluable. John, thank you for your contributions and insights. We also thank Theron Muller, JALT Publications Chair, for his unflagging support of the JALT organization and the JALT Journal team. We welcome Charles Mueller as our new Associate Japanese-Language Editor. He, Japanese-Language Editor Kiwamu Kasahara, and Associate Japanese-Language Editor Rintaro Sato welcome Japanese-language manuscript submissions, to ensure that JJ can fulfill its mission as a Scopus-approved, bilingual academic publication. We also send our appreciation and gratitude to the JALT Journal Editorial Board, our other reviewers, Cameron Flinn (JJ’s new Production Editor), our proofreaders, and to the authors who submit manuscripts, without whom it would not be possible to publish the journal.
With the beginning of academic year 2023, and all that it entails for so many teachers and language learners across Japan, we would like to make a few announcements and remind our readership of a few important points.
JALT Journal remains committed to publishing high-quality research relevant for language learning and teaching in the Japanese context. We invite readers to read our updated “Aims and Scope” section (formerly “Editorial Policy”) in the backmatter, and to consider submitting their research for publication in JALT Journal. The previous JJ issue was our first special issue and focused on the far-ranging and critically-rich topic of race and native-speakerism in language education, and we invite our readership to consider submitting special issue proposals. Specific details on the submission process for special issue proposals are available on the JJ website and are printed at the end of the current issue.
We would also like to highlight that the journal’s Point-to-Point section is another opportunity for prospective authors to engage in scholarly debate by commenting on an article published in JJ. These 1000-word papers are an important part of the journal’s contribution to the free exchange of scholarly ideas in our field. The original authors are also invited to follow up with a response to the discussion of their work. We hope you will consider submitting a Point-to-Point piece based on an article published in JALT Journal.
Finally, we have created a new position on the JALT Journal team, English-language Assistant Editor. Experience conducting research and/or writing and publishing academically are important prerequisites for the position. If you are interested in this new position, the position’s requirements for application are posted on the JJ website. If you have any questions about the position or are interested in volunteering with us, please contact Dennis Koyama at jaltpubs.jj.ed@jalt.org, or Jeremie Bouchard at jaltpubs.jj.ed2@jalt.org.
—Dennis Koyama, JALT Journal Editor
—Jeremie Bouchard, JALT Journal Associate Editor
