Details of a Researcher

Toya Mitsuyo

写真a

Title	Professor
Researcher Number(JSPS Kakenhi)	00295289
5

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Current Affiliation Organization 【 display / non-display 】

Duty University of the Ryukyus Faculty of Global and Regional Studies international language culture program Professor
Concurrently University of the Ryukyus Graduate School of Community Engagement and Development Language and Representation Professor

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Academic degree 【 display / non-display 】

University of Hawaii at Manoa - Master of Arts

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External Career 【 display / non-display 】

1996.10

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1997.03

University of the Ryukyus, Faculty of General Education, Assistant Professor
1997.04

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2003.01

University of the Ryukyus, Faculty of Law and Letters, Department of Languages and Cultures, Assistant Professor
2003.02

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2008.03

University of the Ryukyus, Faculty of Law and Letters, Department of Languages and Cultures, Associate Professor
2008.04

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2013.09

University of the Ryukyus, Faculty of Law and Letters, Department of Languages and Cultures, Associate Professor
2013.10

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2018.03

University of the Ryukyus, Faculty of Law and Letters, Department of Languages and Cultures, Professor

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Research Interests 【 display / non-display 】

English as a Foreign Language
Applied Linguistics

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Research Areas 【 display / non-display 】

Humanities & Social Sciences / Foreign language education

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Published Papers 【 display / non-display 】

Trajectory Equifinality Modeling Analysis of Critical Career Events Leading to Teaching English in English by High School Language Teachers in Japan

TOYA, Mitsuyo

言語学習と教育言語学：2024 年度版 ( 日本英語教育学会・日本教育言語学会合同編集委員会編集論文集 ) 34 - 47 2025.03 [ Peer Review Accepted ]

Type of publication: Research paper (scientific journal)

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This research aimed to identify critical variables for Japanese teachers of English to decide whether to use English as a medium of instruction (EMI) in senior high schools. Their use of English in class is far from the English-only policy established in the Course of Study (CS), irrespective of their high proficiency. Interviews of ten alumni teachers before the pandemic about their teaching English in English (TEE) journeys were mapped using the trajectory equifinality approach, highlighting the landmark events and the social/personal factors that either enhanced or suppressed the passages toward TEE. The impact of role model teachers, overseas experience before and after becoming tenured, and in-service training opportunities are discussed in trajectory equifinality modeling analyses. The additional influence of CS and school transfer is also addressed. The findings indicated that teachers’ experience envisioning themselves teaching the target students successfully in English was critical in implementing TEE. The study suggests future directions for effective first language use in class and more support for novice teachers toward EMI.
A Longitudinal Study on Bilingual Speaking Proficiency of an Early Elementary School Child Focused on BICS and CALP by a Japanese Couple of Non-Native English Speakers A Case Study of the Development of BICS and CALP in a Japanese-English Bilingual Girl, 6 to 7 Years

9 81 - 94 2025.03 [ Peer Review Accepted ]

Type of publication: Research paper (bulletin of university, research institution)
Effects of Events on Teaching English in English -An Analysis of a High School Teacher Using the Trajectory Equifinality Modeling -

TOYA, Mitsuyo

31 - 41 2024.03 [ Peer Review Accepted ]

Type of publication: Research paper (scientific journal)

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The Course of Study issued by the Japanese Ministry of Education, Culture, Sports, and Technology (MEXT) in 2018 states that the Teaching English in English (TEE) policy should be implemented at the junior high school level starting in 2020. This policy was already implemented in senior high school classrooms starting in 2008. TEE is appropriate and considered effective for foreign language instruction as it increases student proficiency in the target language. However,despite this policy's introduction, the 2022 MEXT survey revealed that the percentage of teachers who spoke for at least half of class time was 74.4% at junior high schools and 46.1% at high schools. This study is part of a larger project that investigates the trajectories of public-school English teachers regarding TEE. A TEM analysis of Participant K, a high school English teacher, is introduced to clarify the possible impacts of pre-service training, especially in methodology classes.
A Study for Returnees and Other Advanced English Learners to Improve Their English Proficiency in Japanese English Education ―Verification of the Effectiveness of Summary Writing and Post-Reading Discussions Aimed at Developing Reading Comprehension Skills with the Foundation of CALP―

( 104 ) 99 - 110 2024.03

Type of publication: Research paper (bulletin of university, research institution)
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A Diary Study of Bilingual Development in Early Childhood by a Non-Native Japanese Couple (2): A Longitudinal Study of Bilingual Language Acquisition in a Japanese Girl, 4 Years 8 Months to 6 Years

( 8 ) 41 - 56 2024.03

Type of publication: Research paper (bulletin of university, research institution)
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