The purpose of this study is to stimulate communication among the elderly population of Japan (where more than 21% of the population is aged 65 years and above) and to find ways to use their knowledge and labor skills with the aid of information and communications technology. Toward this end, we launched a joint research project called "Senior Cloud" in which we developed a prototype of a social TV system for the elderly. The first phase of the research project included a threemonth field trial using the system in a local senior community. In this paper, we analyze the system log (posting and operational data) and the responses to questionnaires administered to obtain user impressions. These data reveal certain characteristics of communication among the elderly and methods that can stimulate it.

Shadowing has increasingly been recognized as an effective practice for developing listening skills in second language learning. However, there is very little study focusing on learners' psychological aspects in implementing shadowing practice. The aim of this study is to explore second language learners' psychological factors, from the motivation framework point of view, in relation to shadowing practice in Japanese as a foreign language context. This study addresses research questions regarding: (1) perceived effectiveness of shadowing; (2) differences in perception depending on the shadowing performance skills; (3) factors that encourage continuing of shadowing; and (4) perceived positive and negative aspects of shadowing. The participants were 36 university students who were enrolled in an advanced Japanese language unit at an Australian university. They were asked to complete a written survey containing 35 questionnaire items and 3 open-ended questions at the end of the study period. The study employs mixed methods, of quantitative and qualitative approaches, to analyze the results and findings. The results indicate that the majority of participants perceive shadowing as effective for both listening and speaking skills, and agree on the usefulness of feedback. However, individual differences were found in how they favor the shadowing speed in relation to their comprehension of the content. The implication of classroom applications is also discussed.

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