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

2023 Eugene - 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:

• 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