Kotaro Takizawa
Biographic Data
| ID | 2220333 |
|---|---|
| NAME | Kotaro Takizawa |
| GIVEN NAMES | Kotaro |
| FAMILY NAME | Takizawa |
| SIGNATURE | TAKIZAWA K |
| AFFILIATIONS | Waseda University |
| ORCID | 0000-0003-2166-9996 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The role of pitch statistical learning in second language morphosyntactic acquisition
To contribute to the ongoing discussion on the role of pitch processing in grammar learning, this study examines the extent to which pitch statistical learning (pitch statistical learning (SL); the ability to detect and internalize pitch patterns in auditory input) affects second language (L2) morphosyntax learning outcomes. In the context of 93 Japanese learners of English, piece-wise regression analyses were conducted to compare the roles of th…
Timed vs. untimed lexicosemantic judgement task for measuring automatized phonological vocabulary knowledge
Given the critical role of phonological vocabulary in second language (L2) listening proficiency, scholars have increasingly focused on measuring not only the form–meaning mapping aspects of vocabulary knowledge but also the extent to which learners can access this knowledge accurately and promptly in real-time contexts. To assess the automatized dimension of vocabulary knowledge, we built upon prior efforts to develop the lexicosemantic judgment…
Automatized phonological vocabulary knowledge as L2 cognitive fluency
Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge …
The role of multiword sequences in fluent speech – Addendum
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Individual differences in L2 listening proficiency revisited
The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) …
The role of multiword sequences in fluent speech
This study explored how second language (L2) speakers’ use of multiword sequences in speech predicted perceived fluency ratings while controlling for their utterance fluency. A total of 102 Japanese speakers of English delivered an argumentative speech, which was analyzed for bigram and trigram measures (frequency, proportion, and mutual information) and utterance fluency measures capturing three subdimensions: speed, breakdown, and repair fluenc…
Anxiety in an artificial intelligence (AI)-based English conversation test
The present study explored anxiety and its fluctuation during an artificial intelligence (AI)-based English conversation test as a test validation study. Applying an idiodynamic approach, 13 Japanese university students learning English as a foreign language (EFL) took the test and participated in pre- and post-test interviews, which were analyzed by conducting reflexive thematic analysis. Individual differences in the pattern of anxiety experien…
Developing the Productive Academic Formulas Test
The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous mode…
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
Declarative and Automatized Phonological Vocabulary Knowledge
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
What influences the comprehensibility of L2 writers' opinion texts by L2 readers? Interactions between textual characteristics and readers’ profiles
This study explored how L2 readers perceive the comprehensibility (i.e., ease of understanding) of L2 opinion texts in terms of reader profiles and text characteristics. We investigated how 100 Japanese learners of L2 English evaluated the comprehensibility of 16 variants of two opinion essays, which differed in lexico-grammatical accuracy, coherence, and rhetorical organization (inductive vs. deductive structure). To delve into the evaluators' b…
Declarative and Automatized Phonological Vocabulary Knowledge
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
What influences the comprehensibility of L2 writers' opinion texts by L2 readers? Interactions between textual characteristics and readers’ profiles
This study explored how L2 readers perceive the comprehensibility (i.e., ease of understanding) of L2 opinion texts in terms of reader profiles and text characteristics. We investigated how 100 Japanese learners of L2 English evaluated the comprehensibility of 16 variants of two opinion essays, which differed in lexico-grammatical accuracy, coherence, and rhetorical organization (inductive vs. deductive structure). To delve into the evaluators' b…
What influences the comprehensibility of L2 writers' opinion texts by L2 readers? Interactions between textual characteristics and readers’ profiles
This study explored how L2 readers perceive the comprehensibility (i.e., ease of understanding) of L2 opinion texts in terms of reader profiles and text characteristics. We investigated how 100 Japanese learners of L2 English evaluated the comprehensibility of 16 variants of two opinion essays, which differed in lexico-grammatical accuracy, coherence, and rhetorical organization (inductive vs. deductive structure). To delve into the evaluators' b…
Automatized phonological vocabulary knowledge as L2 cognitive fluency
Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge …
The role of multiword sequences in fluent speech – Addendum
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Individual differences in L2 listening proficiency revisited
The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) …
The role of multiword sequences in fluent speech
This study explored how second language (L2) speakers’ use of multiword sequences in speech predicted perceived fluency ratings while controlling for their utterance fluency. A total of 102 Japanese speakers of English delivered an argumentative speech, which was analyzed for bigram and trigram measures (frequency, proportion, and mutual information) and utterance fluency measures capturing three subdimensions: speed, breakdown, and repair fluenc…
Anxiety in an artificial intelligence (AI)-based English conversation test
The present study explored anxiety and its fluctuation during an artificial intelligence (AI)-based English conversation test as a test validation study. Applying an idiodynamic approach, 13 Japanese university students learning English as a foreign language (EFL) took the test and participated in pre- and post-test interviews, which were analyzed by conducting reflexive thematic analysis. Individual differences in the pattern of anxiety experien…
Developing the Productive Academic Formulas Test
The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous mode…
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
Declarative and Automatized Phonological Vocabulary Knowledge
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …
The role of pitch statistical learning in second language morphosyntactic acquisition
To contribute to the ongoing discussion on the role of pitch processing in grammar learning, this study examines the extent to which pitch statistical learning (pitch statistical learning (SL); the ability to detect and internalize pitch patterns in auditory input) affects second language (L2) morphosyntax learning outcomes. In the context of 93 Japanese learners of English, piece-wise regression analyses were conducted to compare the roles of th…
Timed vs. untimed lexicosemantic judgement task for measuring automatized phonological vocabulary knowledge
Given the critical role of phonological vocabulary in second language (L2) listening proficiency, scholars have increasingly focused on measuring not only the form–meaning mapping aspects of vocabulary knowledge but also the extent to which learners can access this knowledge accurately and promptly in real-time contexts. To assess the automatized dimension of vocabulary knowledge, we built upon prior efforts to develop the lexicosemantic judgment…
Second Language Acquisition and Learning (8 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Psychology (5 works) · Vocabulary (5 works) · Computer Science (4 works) · Reading and Literacy Development (4 works) · Active listening (3 works) · Cognition (3 works) · Cognitive psychology (3 works)