Japanese Language Learning and Teaching During COVID-19: Challenges and Opportunities

References

• Armour, W. S., & Iida, S. (2016). Are Australian fans of anime and manga motivated to learn Japanese language? Asia Pacific Journal of Education, 36(1), 31–47. doi: https://doi.org/10.1080/02188791.2014.922459
   Web of Science ®Google Scholar
• Benson, P. (2019). Ways of seeing: The individual and the social in applied linguistics research methodologies. Language Teaching, 52(1), 60–70. doi: https://doi.org/10.1017/S0261444817000234
   Web of Science ®Google Scholar
• Benson, P. & Reinders, H. (2011). Beyond the language classroom. London, UK: Palgrave Macmillan.
   Google Scholar
• Gacs, A., Goertler, S. & Spasova, S., (2020). Planned online language teaching versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53 (2), 380–392. doi: https://doi.org/10.1111/flan.12460
   Web of Science ®Google Scholar
• Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning and Technology, 23(1), 8–25. d o i: h t t ps://d o i.o rg/1 0125/44667
   Web of Science ®Google Scholar
• Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112–121.
   Web of Science ®Google Scholar
• Haukås, Å. (2018). Metacognition in language learning and teaching: An overview. In Å. Haukås, C. Bjørke and M. Dypedahl. (Eds.), Metacognition in language learning and teaching. New York: Routledge.
   Google Scholar
• Hoidn S., & Reusser, K. (2020). Foundations of student-centred learning and teaching. In S. Hoidn, & M. Klemenčič, (Eds.), The Routledge international handbook of student-centred learning and teaching in Higher Education (17–46). New York: Routledge.
   Google Scholar
• Irodori: Japanese for Life in Japan. (2020). The Japan Foundation. Retrieved from: https://www.irodori.jpf.go.jp/
   Google Scholar
• Kenway, J., & Epstein, D. (2021). The Covid-19 conjuncture: Rearticulating the school/home/work nexus. International Studies in Sociology of Education, 1–26. doi: https://doi.org/10.1080/09620214.2021.1888145
   Web of Science ®Google Scholar
• Kramsch, C. (2009). The multilingual subject. New York: Oxford University Press.
   Google Scholar
• Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97. doi: http://dx.doi.org/10125/44462
   Web of Science ®Google Scholar
• Lenkaitis, C. (2020). Technology as a mediating tool: Videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning, 33(5–6), 483–509. doi: https://doi.org/10.1080/09588221.2019.1572018
   Web of Science ®Google Scholar
• Leppänen, Sirpa, Samu Kytölä, & Elina Westinen. (2017). Multilingualism and multimodality in language use and literacies in digital environments. In S. L. Thorne & S. May. (Eds.), Language, education and technology (119–30). New York: Springer International Publishing.
   Google Scholar
• Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53 (2), 306–313. doi: http://doi.org/10.1111/flan.12456
   Web of Science ®Google Scholar
• Marwick, A. E., & boyd, d. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114–133.
   Web of Science ®Google Scholar
• Miller, E. (2014). The language of adult immigrants: Agency in the making. Bristol: Multilingual Matters.
   Google Scholar
• Mori, Y., Omori, M., & Sato, K. (2016). The impact of flipped online kanji instruction on written vocabulary learning for introductory and intermediate Japanese language students. Foreign Language Annals, 49(4), 729–749. doi: https://doi.org/10.1111/flan.12222
   Web of Science ®Google Scholar
• Nadler, R. (2020). Understanding ‘Zoom fatigue’: Theorizing spatial dynamics as third skins in computer-mediated communication. Computers and Composition, 58, 1–17. doi: https://doi.org/10.1016/j.compcom.2020.102613
   Google Scholar
• Neumeier, P. (2005). A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL: The Journal of EUROCALL, 17(2), 163–178. doi: https://doi.org/10.1017/S0958344005000224
   Google Scholar
• Norton, B. (2000). Identity and language learning. Essex, England: Pearson Education Ltd.
   Google Scholar
• Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561–578. doi: https://doi.org/10.1017/S0261444817000192
   Web of Science ®Google Scholar
• Russell, V. (2020). Language anxiety and the online learner, Foreign Language Annals, 53 (2). doi: https://doi.org/10.1111/flan.12461
   Web of Science ®Google Scholar
• Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7. d o i: h ttps://d o i.o rg/1 0125/44666
   Web of Science ®Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi: https://doi.org/10.3102/0013189X027002004
   Google Scholar
• Thomson, C.K. (2019). Why introductory Japanese? An Australian case study. In D. Chapman & C. Hayes (Eds.), Japan in Australia (179–197). New York: Routledge.
   Google Scholar
• Ting, G.E. (2020). The ‘rebirth’ of Japanese Studies: Round 2 responses. Association for Asian Studies virtual roundtable, Paula Curtis (moderator). Retrieved from: http://prcurtis.com/events/AAS2020/Round2/#3, accessed 15 December 2020.
   Google Scholar
• Toohey, K., & Norton, B. (2003). Learner autonomy as agency in sociocultural settings. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures (58–72). Palgrave Macmillan.
   Google Scholar
• Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (215–228). Bristol: Multilingual Matters.
   Google Scholar
• Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (11–24). Multilingual Matters.
   Google Scholar
• Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470–481.
   Web of Science ®Google Scholar
• Watanabe, Y. (2014). Flipping a Japanese language classroom: Seeing its impact from a student survey and YouTube analytics. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and reality: Critical perspectives on educational technology (761–765). Proceedings ascilite Dunedin.
   Google Scholar