Joseph Falout's research while affiliated with Nihon University and other places

Publications (37)

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Many books about language teaching for non-native English-speaking STEM students focus on English for Specific Purposes (ESP). While ESP assumes a more language-oriented focus on curriculum and teaching, STEM English needs to go beyond teaching only language features. Scientific communication means more than choosing and using the correct words whe...
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This study explores if and to what degree improvements could be made in learning motivation and prosocial engagement among STEM students during English as a foreign language (EFL) classes in Japanese universities using a motivational intervention known as ideal classmates priming (ICP). The assumptions were that university STEM students generally s...
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In this chapter, the editors posit that STEM English for students needs more than the development of teaching materials. What is needed in the current times of globalization is improvement in the language curriculum focusing more on teaching methods. Also, applied linguists need to consider not only the motivations, values, and practices of student...
Article
bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background: College and university science, technology, engineering, and mathematics (STEM) students in Japan, who hope for careers in science and technology fields, lack the motivation to learn English as a second language (L2), impairing their current...
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Finding possible ways to make work more meaningful can contribute to the psychological well-being in the jobs and lives of language teachers and their students. This study took an approach from positive psychology--which enquires into how people find, maintain or regain well-being--of presenting descriptive, rather than prescriptive, research (Seli...
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Despite needing English for their professional careers, Japanese students majoring in science, technology, engineering, and mathematics (STEM) experience problems with language learning motivation. Building on previous studies indicating demotivation among such students, this paper presents results from a large-scale study of English as a Foreign L...
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A motivational problem for many EFL students-especially students of science, technology, engineering, and mathematics (STEM) in Japan-is that they often have strong Ought-to L2 Selves, but weak Ideal L2 Selves. This exploratory study investigated potential contributing factors of balanced and non-balanced configurations of Ideal L2 Self and Ought-t...
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Finding possible ways to make work more meaningful can contribute to the psychological well-being in the jobs and lives of language teachers and their students.This study took an approach from positive psychology -- which enquires into how people find, maintain or regain well-being -- of presenting descriptive, rather than prescriptive, research (S...
Chapter
Using the lens of Dynamic Systems Theory (DST) we look at longitudinal survey results over a 3-year period for EFL students at Japanese universities. This panel study measured motivational changes across single semesters, using multiple measures. Our surveys contain questions to investigate what we call Present Communities of Imagining (PCOIz), whi...
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Using the lens of Dynamic Systems Theory (DST) we look at longitudinal survey results over a 3-year period for EFL students at Japanese universities.This panel study measured motivational changes across single semesters, using multiple measures. Our surveys contain questions to investigate what we call Present Communities of Imagining (PCOIz), whic...
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Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing language learning, or any other kind of learning, as well as the promotion of well-being, through what Murphey (2014) calls the well becoming through teaching (WBTT) hypothesis. The WBTT paradigm holds that people not only learn better when teaching others, b...
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‘Preparing students for their past!’ would seem an unlikely slogan for students, target for teachers and pledge for parents and the public. Yet it would be hard to imagine an educational body disagreeing with ‘the importance of understanding learners as holistic beings nested within the bigger systems of their personal histories and the entirety of...
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Educational systems endemic of demotivation might signify a stagnating rather than nurturing ecology of learning, due in part to an obstruction in the loops of shared information between the organisms within these systems, i.e., teachers, educational researchers, teacher educators, school administrators, and educational policymakers. Working within...
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This action research study reports results from students (449 in phase one; 341 in phase two) in conversation-based, EFL classrooms. In phase one, we asked students, “Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably?” Then in phase two, we coded th...
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Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by...
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Many recent investigations in second language (L2) motivation are based on possible selves theory and the related L2 motivational self system. Classroom applications of these theories imply encouraging students of English as a foreign language (EFL) to envision themselves using English in the future. Imagining how one might feel in a future situati...
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There may be no better index of how ready a society and its institutions are for internationalisation than the degree of willingness and interest to learn a foreign language as held by its individual citizens. Many Japanese and non-Japanese people in the world are living in, leaving from, arriving to, and passing through Japan — physically and virt...
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In Teaching and Researching Motivation, Zoltán Dörnyei and Erna Ushioda (2011) marvel at the ‘wave of research in Japan where demotivation among learners of English seems to be a major educational concern’ (p. 150). Japanese learners of English as a foreign language (EFL) start off with healthy motivations in primary school, with curiosity and intr...
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Individual differences (IDs) is the notion that each individual person comprises a unique combination of aspects that might determine learning outcomes. Keywords: language teaching; language and social interaction; language in the classroom; identity
Conference Paper
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Although English is increasingly necessary for business and academic careers centering on science and technology, students in these and related fields experience difficulty maintaining their second language (L2) motivation more often than students in other fields of study. However, few studies have investigated the L2 motivation of students of tech...
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Critical Participatory Looping (CPL) (cf. Falout and Murphey 2010; Murphey and Falout 2010) involves returning processed data from surveys or assignments back to students for further reflection and analysis in small groups. CPL affords dialogical interaction among class members (including the teacher), which can encourage them all as agents develop...
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In this chapter, we focus on the importance of groups in the language learning process and consider how several of the constructs addressed in other chapters of this book function together in group contexts. The general tendency within research in both educational psychology and second language education has been to regard the individual as the pri...
Article
Ema Ushioda has been leading the incorporation of sociocultural theory (SCT) in second language (L2) motivation research, understanding motivation as something that is not innate and fixed within learners, but situational and dynamic, and influenced through their social context. She is programme director of the Doctorate of Education in Applied Lin...
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Over four hundred students from six Japanese universities were asked to imagine their possible selves as related to English with a variety of activities. Possible selves are future-projected identities that can generate goal-oriented behaviors. The study investigated how possible selves might be used in the classroom by examining the interrelations...
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Many teachers of a foreign language (FL) may face struggles particular to their situations working abroad and become demotivated in their careers. Without easy access to support services, they may be susceptible to emotional exhaustion, depersonalization, and a sense of low personal accomplishment.This paper outlines processes by which teachers can...
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Demotivation can negatively influence the learner’s attitudes and behaviors, degrade classroom group dynamics and teacher’s motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the...
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Bio Data: Tim Murphey researches into sociocultural theory applications to language teaching. His co-author Joseph Falout researches into motivational variables of teachers and students in EFL contexts. James Elwood is interested in psychometrics in EFL/ESL and puppetry in the EFL classroom and Michael Hood's research interests include L2 writing a...
Article
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This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, uninten...

Citations

... Nós usamos uma rubrica que recompensa o esforço conforme descrito na Tabela 1 para avaliar a participação. Acreditamos que isso pode ter tido um efeito na inicialização do modelo até que motivações mais intrínsecas como competência, vínculo e autonomia começassem a atuar [ [11], [16]]. Nós observamos a busca por competência ao perceber o orgulho em apresentar o que foi construído; vínculos criados ao compartilhar feedbacks e soluções para problemas autênticos e autonomia na busca por desafios e soluções alinhados com os objetivos de aprendizado. ...
... Isbell et al. (2019) argue that at lower proficiency levels, learners are able to make quick progress, but for higher proficiency learners it becomes increasingly difficult to make measurable gains. In Japan, learners study English for at least six years prior to entering university, but the focus is generally on passing very challenging university entrance exams that concentrate largely on receptive skills and understanding of complex grammar (Apple et al., 2020). There is often little focus on speaking, and as a result many students enter university with a large receptive knowledge of English but almost no experience using the language to communicate (Harris & Leeming, 2022). ...
... From the original dataset of 2503 questionnaires returned, 95 questionnaires were removed due to missing and incomplete responses. As there were too few graduate student participants to create a separate structural equation model, an additional 155 questionnaires were removed, leaving N = 2253 to be utilized in a cross-model validation of psychological variables, but not English achievement, among technical college and undergraduate students in a previous study [77]. ...
... Aspects between groups of Japanese university STEM students (N = 572) with non-balanced or balanced future selves were investigated in a study (Shimo et al., 2019). The groups gave different attributions for the formations of their ideal selves and ought-to selves. ...
... Motivation is a very complex idea and has a responsibility in determining human behavior by providing it with information. According Falout (2010), teaching motivation can influence various factors in improving the quality of learning to influence someone in learning. ...
... These studies thus concluded that pair work was a very important variable to increase task motivation which adds support to the claim that "social environment can mediate the development of internally regulated motivation" (Ushioda in an interview to Falout, 2011) and reinforces the idea that motivation is co-constructed by task participants (Dörnyei, 2002). ...
... At a practical level, educators have explored ways to apply the L2 motivational self system to help learners improve their English abilities through a variety of research practices. Falout (2013) provided suggestions for classroom applications of the L2 motivational self system, Kaneko (2012) presented qualitative research on the system through narrative case studies of university science majors, and Irie and Brewster (2013) described similar qualitative research involving liberal arts majors. Taguchi, Magid, and Papi (2009) conducted a pivotal study on Dörnyei's (2005) tripartite L2 motivational self system in which they sought to empirically determine the generalizability of the system across varied cultural contexts in Asia by comparing the motivational characteristics of learners of English in Japan, China, and Iran. ...
... Regarding teacher education, few studies have examined job crafting by teachers, and these have not differentiated among the various types of job crafting (e.g., Falout & Murphey, 2018;Leana et al., 2009;Wellman & Spreitzer, 2011). Although the overall positive impact of teachers' job crafting on their work engagement has been confirmed (Falout & Murphey, 2018;Leane et al., 2009), little is known about the extent to which teachers perform different types of crafting behaviour, or about the role that these activities play in transforming teachers' need satisfaction into their daily performance in TfC. ...
... An overview of the scholarship in the field of second language acquisition (SLA) reveals the substantial growth of the individual differences (IDs) research output over the past decade (Dörnyei 2020a;Dörnyei and Ryan 2015). In fact, as Murphey and Falout (2013) point out, much of the theoretical activity and development has been driven by an orientation toward conceptualizing learnerrelated factors (e.g. motivation, learning preferences, personality types, aptitude) as 'socially interdependent, dynamic, malleable states developing over time ' (2650). ...
... Sharing and collectively reviewing what students themselves say is helpful for their learning can create cascades of agency and emotional contagion ( Hatfield et al., 1994). This increased group agency results in a resonating group framing of motivation ( Fukuda et al., 2012). Asking people how the world can be a better place for them creates within them the reciprocal question, "How can I help the world to be a better place for everyone?" ...