Prompt-Related Challenges: Using a Mobile Application to Measure Spoken Fluency （Heather Woodward & Joshua Rappeneker）

Content, Language, and Rock n’ Roll: Finding the Harmony Between Content and Language in a CLIL Course（Kevin Thomas）

To What Extent Does Form-Based Priming Account for the Mnemonic Effect of Phonological Patterns? A Preliminary Investigation （Michael Green）

実例でみる「SV 了〈我〉時間」構文 （李　菲）

Enhancing Receptivity in EFL Classrooms: Exploring Teacher Development Opportunities Through Follow-up Reflective Diaries （Anna Belobrovy）

Incorporating the Elements of Fiction Into a CLIL-Based Extensive Reading Course （Michael Peragine & Christopher Mattson）

English for Creative Purposes: Implementing a CLIL Framework for Tertiary Creative Writing Courses in Japan（Paul Curran）

外国語教育研究ジャーナル投稿規程（日本語・English）

執筆者・Authors

目次—Table of Contents

A Boundary of National Identity Discourse: Karl Florenz’s Strategy for the Historical Writing of Japanese Literature（Daisuke Baba）

Psychometrics in L2 Groupwork: Development of the L2 Group Cohesion Scale（Deborah Maxfield）

Incorporating Instructional Design Theory Into Presentation Slides to Improve Learner Engagement （Ian Hart）

Towards Rhetorical Genre Studies Some Conceptual Implications and Practical Considerations in Teaching Writing （Jeffrey Mok）

Factors Influencing the Establishment of Professional Development Network During Emergency Remote Teaching: An Activity Theory Analysis （Joshua Rappeneker, Satchie Haga, James Carpenter, and Daniel Beck）

Teacher Agency in Teaching Debate: A Sociomaterial Perspective（Masakazu Mishima, Yuka Yamamoto）

Training Learners of Writing to Use Online Vocabulary Tools to Increase Lexical Richness（Tanya L. Erdelyi）

中国語における「多＋形容詞」と「有＋多＋形容詞」（李　菲）

あいさつをめぐる日・韓母語話者の意識の相違—ポライトネスからの一考察—（岡村佳奈）

Student Perception of Online Homework in a Japanese University EFL Course（Alex Blumenstock）

Learners’ Perspectives of Using Their Video Recordings to Aid in Performing Assessments（Devon Arthurson）

Designing a Mobile Application to Track Spoken Fluency Development（Heather Woodward, Charu Gupta）

Drawing the Line: Integrating Kialo to Deepen Critical Thinking in Debate（Jon Mahoney）

Translanguaging in Discussion Class: Investigating the Viability of a Bilingual Pedagogy in a Japanese University EFL Context（Omar Shelesh）

日本語の過去表現と中国語の助詞“ 了” の対応についての考察（白方直美）

外国語教育研究ジャーナル投稿規定（日本語・English）

執筆者・Authors

目次—Table of Contents

Japanese EFL university student attitudes and engagement in a flipped learning course in combination with synchronous online classes（Adam Roarty）

Impact of Group Cohesion on Anxiety and Online Task Performance: A Correlational Exploratory Analysis（Deborah Maxfield）

Students’ Opinions about Reflection Journals（Devon Arthurson）

Ontological and Pedagogical Re-consideration of CLIL: Thoughts on Concept, Course Design, and Assessment（Jeffrey Mok）

Platform Preferences for Video Content in a Flipped Classroom: Students’ Perceptions of YouTube as a Platform for Learning（Jonathan Hennessy）

An exploratory study into student attitudes toward peer review activities in an advanced academic writing class（Ian Hurrell）

To What Extent Do the Topics on a Japanese University Discussions Course Support Fluency Building?（Russell Minshull）

Action-Oriented Approach to Curriculum Development in CLIL Courses: A theoretical and methodological framework（Yuka Yamamoto / Ryo Nitta）

从构式看 “V 了一天（的）N” 与 “V 了N 一天”（李　菲）

Student Perception of Asynchronous Semi-Anonymous Peer Feedback Efficacy in Online EFL Presentation Classes（Alex Blumenstock / Michael Peragine）

Error and Mistake Correction in the English Language Classroom（John Paul White）

Un ejemplo del uso de canciones en la clase de E/LE para los japoneses（Junko Matsumoto / Leidy Cotrina Cayo）

Maintaining Discourse Competence in a Synchronous Online Discussion Board Activity（Justin Rooks）

Developing social presence in online classes: a Japanese higher education context（Satchie Haga / Joshua Rappeneker）

課題からみた中国語オンライン授業の問題点（白方直美）

CLIL: Content and Language Integrated Learning. Do Coyle, Philip Hood, and David Marsh. Cambridge University Press, 2010. X + 173pp（Kevin Thomas）

前書き（三島雅一）

グローバル社会で「生き抜く力」を育てる外国語教育

CEFRから外国語学習評価を考える（茂木良治）

複言語主義に基づく第二外国語教育—資質・能力論を手がかりに考える—（境　一三）

「CEFR」「スペイン語学習のめやす」とスペイン語教育実践（大森洋子）

大学中国語教育の現状と実践、そして課題（西　香織）

大学における韓国語教育の現況と問題点（中島　仁）

グローバル社会を生き抜く力としての「複言語能力」—英語教育の視点から（新多　了）

外国語教育研究ジャーナル投稿規程（日本語）

外国語教育研究ジャーナル投稿規程（English）

執筆者・Authors

目次—Table of Contents

『外国語教育研究ジャーナル』創刊に寄せて・Forward　（新多了・Ryo Nitta）

The Degree of Improvement of a Japanese Learnerʼs Pronunciation of R-Colored Schwa (/ɚ/) Over a 7-Week Period of Conversation Practice and Focused Exercise　(David Truxal)

Goal Setting Through Personal Letter Writing (Devon Arthurson)

The Effects of Time Pressure on Fluency, Complexity, and Accuracy: A Case Study (Paul Garside)

Reconceptualizing CLIL From Transformative Pedagogy Perspective: Pilot Debate Study in English Language Curriculum (Ryo Nitta / Yuka Yamamoto)

A Social-Material Approach to Teaching L2 Writing: Visual Analysis to Develop Rhetorical Knowledge in L2 Writing (Masakazu Mishima)

Computer-Mediated Asynchronous Discussions on the International Virtual Exchange (Heather Woodward)

Identifying Policy Puzzles for Discourse Analysis: The Vision of Education in the Promotion of International Development (Ian Wash)

A Critical Evaluation Towards Micro-Teaching With Suggestions for Future Improvements (Jason Murray)

The Relationship Between L1 Fluency and L2 Fluency Among Japanese Advanced Early Learners of English (Miki Shrosbree)

キム・チュイの『小川』に見られる言語習得と間文化性　（関　未玲）

Innovation in Language Teaching and Learning: The Case of Japan. Hayo Reinders, Stephen Ryan, and Sachiko Nakamura (Eds.). Palgrave Macmillan, 2019. xii + 289 pp. (Tara McIlroy)

外国語教育研究ジャーナル投稿規定　（日本語）

外国語教育研究ジャーナル投稿規定　（English）

執筆者・Authors

目次—Table of Contents

Implementation of Data-Driven Learning (DDL) in a Course for English Reading and Writing（Aika Miura & Yoshiho Satake）

How Difficult is Debate? Proficiency-Based Lesson Modifications in ESL Debate（Andrew Tyner）

Why Teachers Should Use Journals in Their Reflective Practice Throughout Their Teaching Career（Aviva Ueno）

Rikkyo University’s FLER CLIL Seminars: History Course-Design Thought Process and Piloting（Diane C. Obara）

A Guide to Using a Mobile Application to Track Spoken Fluency（Heather Woodward, Joshua Rappeneker & Keiko Fujino）

Current News Through English Media: Teaching Critical Consumption of the News（Jason Clarke）

Getting Started With Graded Readers in the Classroom: Five Pre-Reading and Reading Activities（Jeremiah Dutch）

Utilizing Flip to Boost Class Cohesion（Jon Mahoney）

Reflections on the “Study Abroad Preparation: IELTS” Level 1 & 2 Pilot Courses（Kathryn Mabe & Alexander L. Selman）

Improving the Japanese College Students’ Academic Vocabulary Mastery on Synonyms With Kahoot!（Maki Matsuda）

Product, Process, and Content: Practical Strategies for Differentiation on a University Debate Course（Russell Minshull）

レシピを読むスペイン語授業の実践報告（松本　旬子）

多言語教育実践ジャーナル投稿規程（日本語・English）

執筆者・Authors

目次—Table of Contents

Using Flip in an English Presentation Class With Japanese University Students（Adam Roarty）

Toward Student Autonomy in the English Discussion Classroom: A Consideration of Non-Visible Timer Use in Discussions（Andrew Tyner）

Practical Approaches to Reducing the Reliance on Scripts Among English Presentation Students（Andrew Warrick）

Using Learners’ Video Recordings for Skills Development and Assessments（Devon Arthurson）

Examining the Unit 3 Goals of English Discussion Class（Heather Woodward）

An Intelligibility-Based Approach: Teaching English Pronunciation Toward Comprehensibility（Ian Hart）

Shared Inquiry and CLIL: A Teaching Practice Report（James Carpenter）

The Formulation of a Classroom Observation Instrument for Recording Purpose of Recording Error Correction in EFL Classes（Jason Murray）

How Masks Have an Impact on Communication（Jon Mahoney）

Identifying and Learning From a High-Intermediate Class Struggling From Foreign Language Anxiety（Jonathan Hennessy）

Overcoming Barriers to Student Wellbeing in the Classroom: Utilizing Universal Design for Learning Principles in Lesson Planning, Content, and Delivery（Matthew Alexander Hartley）

Pleasure Reading: Incorporating CLIL Into an Extensive Reading-Based Course（Michael Peragine, Christopher Mattson）

Opening Translanguaging Spaces: Facilitating Bilingual Development in an English Discussion Class（Omar Shelesh）

Using CLIL to Design Elective University Courses（Tanya L. Erdelyi）

多言語教育実践ジャーナル投稿規定（日本語）

多言語教育実践ジャーナル投稿規定（English）

執筆者・Authors

目次—Table of Contents

Toward a Blueprint for Online Reading Classes: Reflections on Flipping the Classroom, Collaboration, and Fluency（Alex Blumenstock）

La traduction de textes de sciences humaines japonais en français dans le cadre du cours de rédaction française de niveau avancé（par Alexandre MANGIN）

The Best of Both: Adaptations of Classroom Practices and Lesson Design in the Transition from an Online to an On-Campus Classroom Environment（Andrew Tyner）

Applying Course Design for Online Instruction to Face-to-Face Lessons（Andrew Warrick）

Unlocking Peer and Self-Assessment: A Guided Feedback Activity（Deborah Maxfield）

The Effects of Reconstructing Reflection Journals According to Students’ Recommendations（Devon Arthurson）

Why Should Students Reflect on the Purpose of Debate?（Heather Woodward）

Designing a Technology-Enhanced Flipped Classroom Model Using Instructional Slideshows and Computer-Mediated Asynchronous Discussions（Ian Hart）

Online Lessons During the COVID-19 Pandemic: What Technology Can We Continue to Utilise?（Jack Pudelek）

Reflections on an unexpected presentation of turn-taking difficulties in an English discussion class（Jonathan Hennessy）

Considerations in Content and Language Integrated Learning（John Paul White）

Opening The Door: Using the IVEProject to Enrich Discussion Classes（Jon Mahoney）

Classroom Management and Teacher Practice: Considerations Following the First Year of a Remote e-Learning Course（Joshua Rappeneker, Satchie Haga）

Students’ Perceptions of Reading Circles in the EFL Classroom（Kathryn Mabe）

Debate Planning and Practice Using Argument Diagrams（Robert A. Smith）

The Effects of Question Type on Student Discussions（Russell Minshull）

Implementing Readers’ Theater for a Project-Based Advanced English course（Nfor Samuel）

Quick and Effective Feedback on Writing During Online and Classroom Lessons（Tanya L. Erdelyi）

Exploring the effectiveness of project-based learning: Teacher reflections on a student-led seminar project（Ian Hurrell, Anna Belobrovy, Travis West）

多言語教育実践ジャーナル投稿規定　（日本語）

多言語教育実践ジャーナル投稿規定　（English）

執筆者・Authors

目次—Table of Contents

『多言語教育実践ジャーナル』創刊に寄せて・Forward　（山本　有香・Yuka Yamamoto）

Identifying the CEFR-J Levels of the Reading Texts Introduced in a Course for Current English 1 (Reading) (Aika Miura)

Finding Time: Reflections on English Discussion Lesson and Activity Timing in the Shift to Online Lesson During the COVID-19 Pandemic (Andrew Tyner) (Andrew Tyner)

Challenges and Adaptive Strategies to Teaching English Debate Online (Andrew Warrick)

Students’ Opinions About Peer Teaching (Devon Arthurson)

A Blended Approach to Flipped Learning for Teaching Debate (Heather Woodward & Laura Padfield)

Using Asynchronous Discussion Board Forums to Complement Online Discussion Classes (Jon Mahoney)

Synchronous Online Discussion Forums as a Supplement to Video Discussions in an Online English Discussion Class (Jonathan Hennessy)

授業内課題としてのグループプレゼンテーション　（松本　旬子）

授業活動におけるKahoot!の活用—対面授業とオンライン授業での実践を通して　（若杉　莉末）

多言語教育実践ジャーナル投稿規定　（日本語）

多言語教育実践ジャーナル投稿規定　（English）

執筆者・Authors