This study probes the intrinsic and extrinsic types of the motivation of Japanese

This exploratory study examines Foreign Language Anxiety of both English as a Foreign Language (EFL) teachers and learners in a Computer

This paper draws upon four intimate case studies of non-Japanese full-time English teachers based in Tokyo, identifying ongoing workplace stressors and lifestyle adjustments that impact teachers’ professional performance and private life satisfaction. The study employed narrative group work, eight-week meditation, and solicited diaries to examine self-compassion, self-care techniques and self-compassion fatigue, and overall psychological and emotional well-being of the participants. Specific sources of participants’ exhaustion are identified, including pressures brought about by limited sources of teaching materials, the language barrier, and the need to teach in at least four different schools in a day. At the same time, it was revealed that emotional connection with colleagues, frequent communication with family, and meditation helped them to accept these problems positively. The benefits and associated challenges of using self-compassion techniques and mindfulness with education professionals are also discussed in the paper. 本研究は、東京に拠点を置く外国人英語講師を対象とした四つの事例研究を提示する中で、講師の職業上の専門性と私生活の満足度に影響を与える要因（職場のストレスやライフスタイルの変更）の特定をはかった。本研究では、ナラティブ・グループ・ワーク、8週間の瞑想、日記を用いた参加者の自己肯定、自己管理や共感疲労、そして全体的な心理的及び感情的な幸福感について調査した。特定された要因としては、教材が限られることによるプレッシャー、言葉の壁、そして、1日に少なくとも四つの学校で講義せざるを得ない実態があげられる。同時に、同僚との心の結びつきや、家族との頻繁なコミュニケーション、及び瞑想が、これらの問題を解決する助けになったことが明らかになった。本研究は、教育の専門家に自己肯定やマインドフルネスの方法を用いる利点と課題についても議論する。

This paper expands the author"s recently developed EFL teaching method, the Family Environment Mode Approach (FEMA) (Ocampo, 2016), including students" narrated endorsements, which give further insight into students learning experience in support of the method"s efficacy. The paper demonstrates that to surrender to the belief that someone has no ability to improve their English fluency obscures the heterogeneity of pathways leading to a thriving learning experience. The idea that failure is often a necessary prerequisite to success is emphasized. The study demonstrates that a combination of changing students" mindsets to become pro-failure and FEMA is effective in helping them improve their speaking ability, and freeing them from what can seem to be a "cage of fear" with regards to making mistakes. A move from a traditional classroom situation, to one where failure is embraced is shown to be a process that can alleviate or perhaps eradicate anxiety and stress, opening up the gateway of learning.

This study aimed to gauge the impact and effectiveness of reading illustrated bilingual books on listeners’ English language learning, creativity, and happiness during the COVID-19 pandemic. A public bilingual storybook reading was carried out with the support of two volunteer students, a professional ethnomusicologist, a Mogu-mogu project, a non-profit group, and Hon [Book] Café in Shinobuyama. Three self-published positive psychology intervention (PPI) - themed storybooks that dealt with elements of gratitude, kindness, and compassion using dialogic techniques, funded by the researcher’s affiliated university were present at the reading. Post-reading, participants reported feeling grateful and almost as they had prior to the pandemic in response to the bilingual storybook. Through book reading, societal connectedness was strengthened, and organic flows of networking increased. This positive result draws attention to the significance of those factors originally motivating the project: the need to teach, learn, inspire and connect with others. It reinforced the idea that by being grateful, kind, and compassionate with others, we can be happy ourselves and spread happiness more widely