Research Thesis

The following are selected Research Theses by graduates of the ILE: TESOL Program:

2025 Tuffour - English Writing and Social Studies Essay Performance in Ghana 2024 Arora - Personal Learning Environments and Technology: Perspectives of Japanese Students 2023 Hayford - The Impact of Virtual Exchange on Japanese University Students 2023 Tomacder - A Cross-Sectional Exploration of EFL Teachers’ Emotions, Emotional Labor, and Identity 2020 Yap - EFL Teachers’ Beliefs and Instructional Practices For 21st Century Skills 2020 Kartha - Arts Integrated Learning in ESL: Self-Expression and Safe Space in CBSE classrooms 2019 Polim - Pedagogical Skills Development of Pre-Service Teachers in their Teaching Practicum 2017 Takeuchi - Self-regulated Learning of Japanese University Students in Second Language Acquisition 2016 Lin - Teacher Perspectives of STELLAR Implementation in Singapore 2016 Hori - Investigating the Implicit Language Learning of Japanese Adult EFL Learners 2014 Sano - Critical Thinking Skills and Teachers’ Questioning Behavior 2011 Suzuki - Ideal L2 Selves of Japanese English Learners at Different Motivational Level 2011 Fukuda - Relationships of L1 and L2 Reading and Writing Skills

Please see the list below of student research completed in the ILE: TESOL Program:

A Case Study of a Study Abroad Program to the Philippines, Athlekar Gayatri Ramesh (India),2024
Anxiety and Fluency in Game-Based Language Learning, Alam Shaidul (Bangladesh), 2024
Elementary School English Teachers in Japan's Understanding and Perception of Cooperative Learning Implementation, Hiromi Chugo (Japan), 2024
Personal Learning Environments: Perspectives of Japanese Students, Arora Kriti (India), 2024
Student Motivation to Take TOEIC: A Cross-Sectional Study of Soka University, Kadieva Tsvetomila Nikolaeva (Bulgaria), 2024
Perceptions of Different Audio Types for L2 Shadowing Listening Practices, Gee Lian Ng (Singapore), 2023
The Impact of Virtual Exchange on Japanese University Students, Eugene Hayford Addo (Ghana), 2023
A Cross-Sectional Exploration of EFL Teachers’ Emotions, Emotional Labor, and Identity, Tomacder Rapunzel Ordoño (The Philippines), 2023
Translanguaging Spaces in Japanese University EFL and EMI Classrooms, Tong Ke Hui (Singapore), 2022
Students' Perception Towards Learning English Language in Sri Lankan Teacher-Centered Environment, Kuruppuapachchi Kajini Kaushala (Sri Lanka), 2022
Language Mindsets and Capacities to Speak English at a Japanese University, Lin Yi (China), 2022
Advice Negotiation in Intercultural Peer Tutorials at a Japanese University Writing Center, Marzona Alyssa Monica Paderon (The Philippines), 2022
The Ideal L2self, Demotivation, and Remotivation of Japanese Science and Engineering Students, Zhang Luyuan (China) , 2022
Undergraduate EFL Student Preference on Gamification Elements Based on Player Type Theory, Derrick Wong Yong Jie (Malaysia), 2021
Listening Comprehension Problems Encountered by High School Students in a Vietnamese Rural Context, Nguyen Thi Phuong Thuy (Vietnam), 2021
Arts Integrated Learning : Self-Expression and Safe Spaces in Indian Classrooms, Riya Kartha (India), 2021
A Phenomenological Study on Nepalese EFL Teachers Perception on Differentiated Instruction, Samikshya Bidari (Nepal), 2021
Implementation of Visual Novels to Enhance Reading Experience in the EFL Context in Japan, Iana Dudrova (Russia), 2020
Students’ and Teachers’ Attitudes Towards Comprehensibility, Intelligibility, and Accentedness, Jasmine Lim Xin Yi (Singapore), 2020
Evaluation of Pre-departure and Re-entry Sessions in a Short-term Study Abroad Program, Venessa Wallace (Jamaica), 2020
A Study of Students' Self-esteem and Their Attitude towards the Content-based Classes at a Japanese University, Takanori Omura (Japan), 2020
The Relationship between Willingness to Communicate in English and Affective Factors: A Qualitative Analysis of EFL Learners in Japan, Yuichi Miura (Japan), 2020
A World Englishes Approach to Preparing University Students for Study Abroad, Samuel Youta Maus (Japan), 2020
Evaluating the Effectiveness of Self-Access Centers in Fostering Students' Autonomy to Develop Speaking Skills, Agnes Maria Francis (Indonesia), 2020
Case Study of The Exchange Program Between Soka University and University of Nairobi, Doris Wairimu Murungu (Kenya), 2020
EFL Teachers' Beliefs and Instructional Practices for 21st Century Skills, Ei Leen Yap (Malaysia), 2020
Pedagogical Skills Development of Pre-Service Teachers in their Teaching Practicum, Hidayat Polim (Indonesia), 2019
FLA among NNS EFL PSTs throughout the Course of Their Teaching Practicum, Leelawut Petkongtong (Thailand), 2019
The Approach to EFL Reading Education and Student Motivation, Ryan Lewis Schofield (United Kingdom), 2019
Impacts of Multilingual Education in English Learning: Attitudes and Beliefs of Junior High School Teachers, Capati Ma Wilma (The Philippines), 2019
Investigating Non-native English- Speaking Teachers' (NNESTs) Teaching Strategies, Nina Loretta Galindo (The Philippines), 2019
An Analysis of Stakeholders' Challenges and Attitudes on a Japanese University EMI program, Jordan James Powell (United States), 2019
Teachers' Attitudes and Their Usage of Digital Tools in Vocabulary Teaching, Yeong Yeap Wei (Malaysia), 2019
Improving Japanese University Students’ Grammar Knowledge Related to Modal usage in EFL writing, S. Indika Shyamalie Wijayanayake (Sri Lanka), 2018
Changes in Undergraduates' Beliefs in a Pre-service Teacher Training Program, Risa Hiramatsu (Japan), 2018
Socio Economic Factors and Learner Motivation for English Language Learning in Sri Lanka, Nishanthi Dayarathna (Sri Lanka), 2018
Howard Gardner's Multiple Intelligence and EFL, Prateek Sharma (India), 2017
The Language Learning Beliefs and International Posture of Japanese University Students, Babar Ali Shah (Pakistan), 2017
Self-regulated Learning of Japanese University Students in Second Language Acquisition, Kaori Takeuchi (Japan), 2017
Teacher Perspectives of STELLAR Implementation in Singapore, Lin Mingying (Singapore), 2016
English for Academic Purposes in High Schools In Ghana, Akwasi Boah-Sarfo (Ghana), 2016
Investigating the Implicit Language Learning of Japanese Adult EFL Learners, Tokiko Hori (Japan), 2016
Intercultural Communication in Japanese Learners of English Across Learning Contexts, Emiliano Bosio (Italy), 2015
Investigating Malaysian Students’ Perceptions and Attitudes Toward the Various Accents of Malaysian English, Chui Li Leong (Malaysia), 2014
Teaching and Learning Modals in the Japanese High School Context, Masayuki Takano (Japan), 2014
Critical Thinking Skills and Teachers’ Questioning Behavior in a Japanese University EFL Context, Maho Sano (Japan), 2014
Comparing Teacher-student Interactions in Content Classrooms in a Japanese University, Saki Inoue, (Japan), 2014
A Comparison of Native and Non-native English-speaking Teacher Cognitions, Ramon Paras (United States), 2013
Learners’ Anxiety in University EFL Classrooms: Causes and Teachers’ Reactions, Takanobu Ochiai (Japan), 2013
Communicative Language Teaching in English at Japanese Junior High Schools, Masashi Otani (Japan), 2013
Pragmatic Competence of Japanese University Students at Different Proficiency Levels, Toshihiko Arai (Japan), 2013
Learner Autonomy, Learning Strategies, and Proficiency in the Japanese University Context, Keiko Muramatsu (Japan), 2012
Characteristics of Students' Discourse in a Short English Language Training Program, Akemi Uno (Japan), 2012
The Effect of Motivation and Proficiency on Strategy use of Japanese University Students, Kaori Matsumoto (Japan), 2011
Relationships of L1 and L2 Reading and Writing Skills, Eri Fukuda (Japan), 2011
Ideal L2 Selves of Japanese English Learners at Different Motivational Levels, Mitsuko Suzuki (Japan), 2011