Mitsuko Tanaka
Biographic Data
| ID | 6479809 |
|---|---|
| NAME | Mitsuko Tanaka |
| GIVEN NAMES | Mitsuko |
| FAMILY NAME | Tanaka |
| SIGNATURE | TANAKA M |
| AFFILIATIONS | The University of Osaka |
| ORCID | 0000-0002-2532-6096 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring Peer L2 Grit in Relation to Grit and Motivation
Grit has attracted considerable attention because of its positive association with second language (L2) learning; however, its socio‐contextual dimensions remain underexplored. Specifically, little is known about how learners’ perceptions of their peers’ perseverance and sustained interest in L2 learning, conceptualized in this study as peer L2 grit, relate to their own L2 grit. This study examined L2 grit from socio‐contextual and motivational p…
Impact of group work environment and size on L2 motivation in project-based learning
Group work is often employed in second language (L2) classrooms that focus on project-based learning (PBL). While the significance of group properties in facilitating effective collaboration is widely recognized, the influence of both group size and variations in group work environments on L2 motivation remains inadequately understood within this context. Additionally, although individual learner factors are known to affect L2 motivation, the rol…
Motivation and growth in kanji proficiency: A longitudinal study using latent growth curve modeling
Despite the well acknowledged importance of motivation in second language (L2) learning, longitudinal research regarding the effects of motivation on growth in L2 proficiency remains limited. Furthermore, limited investigation has been done on how motivation and L2 proficiency interactively develop and affect each other. Thus, this study examined the impact of motivation on growth in kanji proficiency and the dual developmental trajectories of mo…
Individual perceptions of group work environment, motivation, and achievement
The learning environment is an important factor in both learner motivation and learning outcomes. As second language (L2) classrooms frequently employ group work, clarifying the environmental effects in group work settings is important to improve pedagogical application in this context. This study examined the cross-sectional structural relations among the factors of work environment, motivation, and learning outcomes for L2 learners at various E…
The role of self-construal in EFL vocabulary learning
Vocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in voc…
Examining EFL vocabulary learning motivation in a demotivating learning environment
Examining kanji learning motivation using self-determination theory
Examining kanji learning motivation using self-determination theory
Examining EFL vocabulary learning motivation in a demotivating learning environment
Individual perceptions of group work environment, motivation, and achievement
The learning environment is an important factor in both learner motivation and learning outcomes. As second language (L2) classrooms frequently employ group work, clarifying the environmental effects in group work settings is important to improve pedagogical application in this context. This study examined the cross-sectional structural relations among the factors of work environment, motivation, and learning outcomes for L2 learners at various E…
The role of self-construal in EFL vocabulary learning
Vocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in voc…
Motivation and growth in kanji proficiency: A longitudinal study using latent growth curve modeling
Despite the well acknowledged importance of motivation in second language (L2) learning, longitudinal research regarding the effects of motivation on growth in L2 proficiency remains limited. Furthermore, limited investigation has been done on how motivation and L2 proficiency interactively develop and affect each other. Thus, this study examined the impact of motivation on growth in kanji proficiency and the dual developmental trajectories of mo…
Impact of group work environment and size on L2 motivation in project-based learning
Group work is often employed in second language (L2) classrooms that focus on project-based learning (PBL). While the significance of group properties in facilitating effective collaboration is widely recognized, the influence of both group size and variations in group work environments on L2 motivation remains inadequately understood within this context. Additionally, although individual learner factors are known to affect L2 motivation, the rol…
Exploring Peer L2 Grit in Relation to Grit and Motivation
Grit has attracted considerable attention because of its positive association with second language (L2) learning; however, its socio‐contextual dimensions remain underexplored. Specifically, little is known about how learners’ perceptions of their peers’ perseverance and sustained interest in L2 learning, conceptualized in this study as peer L2 grit, relate to their own L2 grit. This study examined L2 grit from socio‐contextual and motivational p…
Psychology (6 works) · Innovative Teaching and Learning Methods (5 works) · Social Psychology (5 works) · Intrinsic motivation (4 works) · Linguistics (4 works) · Amotivation (3 works) · Mathematics education (3 works) · Chinese characters (2 works) · Competence (human resources) (2 works) · Computer Science (2 works)