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Published Papers 【 display / non-display 】

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• Junior High School Teachers’ Perceptions of Classroom-based Language Assessment

  Makoto FUKAZAWA

  九州地区国立大学教育系・文系研究論文集 ( 国立大学協会九州地区支部 )  9 ( 1 ) 16   2022.10 [ Peer Review Accepted ]

  Type of publication: Research paper (scientific journal)

  　View Summary

  This study aims to investigate junior high school teachers’ perceptions of classroom language assessment in terms of the importance of assessment criteria, the utilization of assessment methods, and the difficulties in assessment following the introduction of the new Course of Study in 2021, and to compare the surveyed junior high school teachers’ perceptions with those of the elementary school teachers investigated in Fukazawa (2022). The results show that the assessment criteria, such as speaking interaction and students’ ability to think, make judgments, and expressing themselves, emphasized in the new national guidelines, are considered important by JHS teachers. Written and performance tests were the two language assessment methods most commonly used in junior high school, while observation was the most commonly used assessment method in elementary school. Enhancement of language assessment literacy and filling of the gap between elementary and junior high schools are suggested as the implications of this study.

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• New Course of Study Goals and Actual Teaching Practices in High School English Classes: Is the Gap Narrowing?

  Fukazawa, M.

  九州英語教育学会紀要 ( 九州英語教育学会 )  ( 50 ) 51 - 60   2022.07 [ Peer Review Accepted ]

  Type of publication: Research paper (scientific journal)

  　View Summary

  The gap between the ideal goals of the Courses of Studies and the actual teaching practices in high school English classes has been pointed out because of the examination-oriented nature of the classes in Japan (Gorsuch, 2000; Kikuchi & Brown, 2009). The purpose of this study is to examine the teaching practices in the English classes from the students’ perspectives and to determine how well those practices support the goals written in the Course of Study (MEXT, 2009). The quantitative and qualitative results of students’ responses about English subjects, such as Communication English and English Expression, showed that the students have a positive attitude toward teachers’ teaching practices in the English classes. The study also found that the language classes became communicative according to the national guidelines, at least to some extent, although examination-oriented classes can still be seen.

• Have English Entrance Examinations at Japanese Universities Changed over the Last Two Decades?

  Makoto FUKAZAWA

  九州英語教育学会紀要 ( 九州英語教育学会 )  ( 49 ) 51 - 60   2021.07 [ Peer Review Accepted ]

  Type of publication: Research paper (scientific journal)

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  The quality of Japanese university English entrance examinations was studied by Brown and Yamashita (1995a, 1995b), and Kikuchi (2006) replicated the original study. This study replicated these studies to analyze the changes or lack of changes in university English entrance examinations over the last two decades. The examinations were investigated in terms of the differences in the difficulty levels of the reading passages and the differences in the types of test items. A total of 20 college entrance examinations were examined. The current research revealed that the reading passages in the 2016 university English examinations were more difficult than those in 1994 and 2004. Item types that do not require English production have become more popular. Suggestions to improve English examinations were proposed based on the results.

• Comparison Between Holistic and Analytic Rubrics of a Paird Oral Test

  Rie Koizumi , Yo In'nami, Makoto Fukazawa

  日本限度テスト学会誌 ( 日本言語テスト学会 )  23   57 - 77   2020.11 [ Peer Review Accepted ]

  Type of publication: Research paper (scientific journal)

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  The current study aims to reveal similarities and differences between a holistic rubric and an analytic rubric in assessing speaking performances in a paired oral test. Speaking performances that 110 Japanese university students produced in pair interaction were evaluated by raters holistically and analytically. Comparisons between the two rubrics using many-facet Rasch analysis showed that both rubrics worked effectively, with minor differences of the analytic rubric working slightly better. Correlation and regression analysis indicated a strong relationship between the two (r = .84) and Interactive communication and Fluency analytic criteria substantially explaining holistic scores (adjusted R2 = .71). Results suggest that teachers obtain similar results with either rubric type and if they select an analytic one, a priority would be to include Interactive communication and Fluency criteria.

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• What is going on in students' attitudes and feelings toward peer assessment of speech performance.

  Makoto FUKAZAWA

  琉球大学教育学部教育実践総合センター紀要 ( 琉球大学教育学部附属教育実践総合センター )  ( 25 ) 93 - 102   2018.02

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

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  The purpose of this study is to investigate students’ attitudes and feelings toward peer assessment (PA) of speech performance, as how they think and feel about PA might influence the results of their assessment. First, high school students gave speeches on which PA was performed, and then filled out a questionnaire for analysis. It was found that many students were not confident about PA and were reluctant to assess their peers’ speech. Some assessment criteria, such as pronunciation and fluency, seem easier for students to assess, but they felt it difficult to assess grammar. A positive backwash effect was observed, and most of the students did not think that friendship influenced their scores when they assessed other students’ speech performance.

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Books 【 display / non-display 】

• Revised ELEMENT English Communication I

  卯城　祐司，岩崎　弘貞，深澤　真，レパヴー　マリ　他 ( Part: Multiple Authorship ,  全般 )

  新興出版社啓林館  2025.12

• ELEMENT English Communication III

  卯城　祐司，岩崎　弘貞，深澤　真，レパヴー　マリ　他 ( Part: Multiple Authorship ,  全般 )

  新興出版社啓林館  2024.12

• ELEMENT English Communication II

  卯城　祐司，岩崎　弘貞，深澤　真，レパヴー　マリ　他 ( Part: Multiple Authorship ,  全般 )

  新興出版社啓林館  2022.12

• ELEMENT English Communication I

  卯城　祐司，岩崎　弘貞，深澤　真，レパヴー　マリ　他 ( Part: Multiple Authorship ,  全般 )

  新興出版社啓林館  2021.12

• Revised ELEMENT English Communication III

  卯城　祐司，岩崎　弘貞，深澤　真，レパヴー　マリ　他 ( Part: Multiple Authorship ,  全般 )

  新興出版社啓林館.  2018.02

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• Adapting and Evaluating Formative L2 Comprehensibility Assessment Scale

  Aki Tsunemoto, Rie Koizumi, Makoto Fukazawa, Yo In’nami, Ryo Maie, Mariko Abe

  Language Testing Research Colloquium 2025  (Chulalongkorn University)  2025.06  -  2025.06 

• Shaping communication: the impact of language policy on learning systems

  Barry O'Sullivan,Mai Huu, Saengkae Khonghuayrob, Sha Wu, Makoto Fukazawa

  New Diretions in East Asia 2024  (Chulalongkorn University (Bangkok))  2024.11  -  2024.11 

• The Current Status of junior High School English Tests under Japan's New Course of Study

  Makoto, FUKAZAWA

  2023 Korea English Language Testing Association Conference  (Korea Military Academy)  2023.10  -  2023.10 

• Developing and evaluating an online resource on classroom speaking assessment for Japanese secondary school teachers of English

  Rie Koizumi, Chihiro Inoue, Makoto Fukazawa, Yuichiro Yokouchi, Masaru Yamamoto, M.

  Language Testing Research Colloquium 2022  (Tokyo (online))  2022.03  -  2022.03 

• Formative test feedback in classroom-based speaking assessment in a Japanese senior high school

  Rie Koizumi, Akiyo Watanabe, Makoto Fukazawa, Chihiro Inoue

  Language Testing Research Colloquium 2022  (Tokyo (online))  2022.03  -  2022.03 

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• Grant-in-Aid for Scientific Research(B)

  Project Year: 2024.04  -  2028.03 

• Grant-in-Aid for Scientific Research(C)

  Project Year: 2024.04  -  2027.03 

• Grant-in-Aid for Scientific Research(C)

  Project Year: 2020.04  -  2024.03 

• Grant-in-Aid for Scientific Research(C)

  Project Year: 2014.04  -  2019.03 

• Grant-in-Aid for Encouragement of Scientists

  Project Year: 2010.04  -  2011.03 

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• 2024.11

  　

  　

  

• 2024.11

  　

  　

  

• 2024.11

  　

  　

  

• 2024.11

  　

  　

  

• 2024.10

  　

  　

  

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• [International contribution]

  （ 新潟青陵大学 ）

  2019.9

  　

  　

  種別： Academic society, research group, etc. 

  　View Summary

  全国研究大会本部委員として、全国研究大会の企画・運営を行なった。

• [International contribution]

  （ 会津大学 ）

  2017.9

  　

  　

  種別： Academic society, research group, etc. 

  　View Summary

  全国研究大会本部委員として、全国研究大会の企画・運営を行なった。

• [International contribution]

  日本言語テスト学会  （ 東海大学 ）

  2016.9

  　

  　

  種別： Academic society, research group, etc. 

  　View Summary

  全国研究大会本部委員として、全国研究大会の企画・運営を行なった。

• 沖縄英語教育学会  （ 琉球大学 ）

  2023.3

  　

  　

  種別： Academic society, research group, etc. 

• 沖縄英語教育学会  （ online ）

  2022.10

  　

  　

  種別： Academic society, research group, etc. 

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