Yoshiyuki Nakata
Biographic Data
| ID | 5998523 |
|---|---|
| NAME | Yoshiyuki Nakata |
| GIVEN NAMES | Yoshiyuki |
| FAMILY NAME | Nakata |
| SIGNATURE | NAKATA Y |
| AFFILIATIONS | Doshisha University |
| ORCID | 0000-0003-3309-8051 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
BACKGROUND: University students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important. AIM: This study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in J…
Subjectification and Chronotopes in Early‐Career Tesol Teachers' Professional Development in Japan
This study presents case studies of three early‐career secondary TESOL teachers in Japan, focusing on their professional development experiences. Their narratives were collected in two phases: (1) reflective reports submitted by the teachers during the fourth year of their teacher training, which included reflections on their previous L2 learning experiences, influential teachers, and insights from their practicum experiences and (2) a focus‐grou…
Narrative Inquiry as a Relational Methodology: What and How Can Two Teachers and a Teacher Educator Learn From Each Other
Utilizing the authors’ autobiographical narratives, the study demonstrates reflexivity and engagement in a participatory, relational narrative approach to collaborative inquiry. It employs narrative inquiry as a relational methodology to explore how two teachers, one from primary and one from secondary education, and a teacher educator enhanced their professional agency through their experiences in a narrative inquiry workshop. Their narratives i…
Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation
This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking id…
From teacher to teacher-researcher: A narrative inquiry into a language teacher becoming an agent of motivational strategies
This article reports on a case study of Miho, a Japanese high school teacher, exploring her efforts to bridge research and practice in her use of motivational strategies. Drawing on Emirbayer and Mische’s conceptualisation of agency and Connelly and Clandinin’s theorisation on teachers’ personal knowledge, the study examined how this language teacher-researcher developed her agency as she strove to integrate motivation strategy research into teac…
Promoting self‐regulation in low achievers: A case study of Japanese university EFL students
This paper reports on a multiple case study made of 15 EFL university students who failed the required English course and thus had to take part in a repeaters' class. It aims to explore the process by which low achievers can become better self‐regulated learners if given pedagogical intervention to assist their style of language learning. Qualitative analysis of multiple data sources (closed−/open‐ended questionnaires, review sheets) on individua…
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
Engagement, gender, and motivation: A predictive model for Japanese young language learners
Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in J apanese elementary foreign language classes
Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in J apanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In S tudy 1, exploratory focus gro…
Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers
Engagement, gender, and motivation: A predictive model for Japanese young language learners
Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers
Promoting self‐regulation in low achievers: A case study of Japanese university EFL students
This paper reports on a multiple case study made of 15 EFL university students who failed the required English course and thus had to take part in a repeaters' class. It aims to explore the process by which low achievers can become better self‐regulated learners if given pedagogical intervention to assist their style of language learning. Qualitative analysis of multiple data sources (closed−/open‐ended questionnaires, review sheets) on individua…
Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers
Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in J apanese elementary foreign language classes
Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in J apanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In S tudy 1, exploratory focus gro…
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
Engagement, gender, and motivation: A predictive model for Japanese young language learners
Promoting self‐regulation in low achievers: A case study of Japanese university EFL students
This paper reports on a multiple case study made of 15 EFL university students who failed the required English course and thus had to take part in a repeaters' class. It aims to explore the process by which low achievers can become better self‐regulated learners if given pedagogical intervention to assist their style of language learning. Qualitative analysis of multiple data sources (closed−/open‐ended questionnaires, review sheets) on individua…
From teacher to teacher-researcher: A narrative inquiry into a language teacher becoming an agent of motivational strategies
This article reports on a case study of Miho, a Japanese high school teacher, exploring her efforts to bridge research and practice in her use of motivational strategies. Drawing on Emirbayer and Mische’s conceptualisation of agency and Connelly and Clandinin’s theorisation on teachers’ personal knowledge, the study examined how this language teacher-researcher developed her agency as she strove to integrate motivation strategy research into teac…
Narrative Inquiry as a Relational Methodology: What and How Can Two Teachers and a Teacher Educator Learn From Each Other
Utilizing the authors’ autobiographical narratives, the study demonstrates reflexivity and engagement in a participatory, relational narrative approach to collaborative inquiry. It employs narrative inquiry as a relational methodology to explore how two teachers, one from primary and one from secondary education, and a teacher educator enhanced their professional agency through their experiences in a narrative inquiry workshop. Their narratives i…
Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation
This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking id…
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
BACKGROUND: University students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important. AIM: This study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in J…
Subjectification and Chronotopes in Early‐Career Tesol Teachers' Professional Development in Japan
This study presents case studies of three early‐career secondary TESOL teachers in Japan, focusing on their professional development experiences. Their narratives were collected in two phases: (1) reflective reports submitted by the teachers during the fourth year of their teacher training, which included reflections on their previous L2 learning experiences, influential teachers, and insights from their practicum experiences and (2) a focus‐grou…
Psychology (7 works) · EFL/ESL Teaching and Learning (6 works) · Mathematics education (6 works) · Motivation and Self-Concept in Sports (4 works) · Pedagogy (4 works) · Structural equation modeling (4 works) · Teacher Education and Leadership Studies (4 works) · Computer Science (3 works) · Foreign language (3 works) · Innovative Teaching and Learning Methods (3 works)