1887
  1. Home
  2. e-Journals
  3. AILA Review
  4. Online First Articles
  5. Online First Article
image of Closeness facilitating interaction among Japanese learners of English
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study investigates the perceived effect of friendship on the difficulty arising from the fear of negative evaluation experienced by Japanese university students when engaging in pair work and speaking English. Furthermore, this study aims to determine the perceived effectiveness and opinions towards friendship-building activities in an L2 English classroom. The investigations administer a questionnaire to students after 14 weeks of friendship-building activities that include icebreakers, games, and randomly assigned seating. Students report their perceived level of difficulty when engaging in pair work and speaking English with friends and non-friends. Additionally, students report on their perceived effectiveness and opinions towards friendship-building activities. The investigations find that learners associate less difficulty with pair work and speaking English among friends. Moreover, the results indicate that learners perceive friendships as a mitigator of the fear of negative evaluation and its effects. The results also suggest that friendship-building activities facilitate the creation of friendships and are perceived as necessary and positive by learners. The study promotes the use of friendship-building in the classroom, particularly for learners with sociocultural backgrounds that are more prone to experiencing the fear of negative evaluation.

© AILA
Loading

Article metrics loading...

/content/journals/10.1075/aila.24014.tu
2024-10-31
2024-12-13

  • From This Site

    /content/journals/10.1075/aila.24014.tu
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Achmad, D., & Yusuf, Y.
    (2014) Observing pair-work task in an English speaking class. International Journal of Instruction, (), –.
     [Google Scholar]
  2. Amiri, M., & Ghonsooly, B.
    (2015) The relationship between English learning anxiety and the students’ achievement on examinations. Journal of Language Teaching and Research, (), –. 10.17507/jltr.0604.20
     https://doi.org/10.17507/jltr.0604.20 [Google Scholar]
  3. Aprilani, D., & Suryaman, M.
    (2021) Students’ perception in learning English vocabulary through Quizlet. Journal of English Teaching, (). 10.33541/jet.v7i3.3064
     https://doi.org/10.33541/jet.v7i3.3064 [Google Scholar]
  4. Astartia, D.
    (2021) The practice of mekubari (watchfulness) and kikubari (attentiveness) in Japanese companies communication. Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education, , –. 10.2991/assehr.k.211119.035
     https://doi.org/10.2991/assehr.k.211119.035 [Google Scholar]
  5. Belot, M., & Ven, J.
    (2011) Friendships and favouritism on the schoolground: A framed field experiment. The Economic Journal, (), –. 10.1111/j.1468‑0297.2011.02461.x
     https://doi.org/10.1111/j.1468-0297.2011.02461.x [Google Scholar]
  6. Brown, J., & Kobayashi, C.
    (2002) Self-enhancement in Japan and America. Asian Journal of Social Psychology, (), –. 10.1111/1467‑839X.00101
     https://doi.org/10.1111/1467-839X.00101 [Google Scholar]
  7. Button, K., Kounali, D., Stapinski, L., Rapee, R., Lewis, G., & Munafo, M.
    (2015) Fear of negative evaluation biases social evaluation inference: Evidence from a probabilistic learning task. PLoS ONE, (). 10.1371/journal.pone.0119456
     https://doi.org/10.1371/journal.pone.0119456 [Google Scholar]
  8. Carrillo, M., Ortega, M., & Pérez, H.
    (2019) School success in mathematics and the impact on interpersonal relations. Journal of Physics: Conference Series, (). 10.1088/1742‑6596/1160/1/012026
     https://doi.org/10.1088/1742-6596/1160/1/012026 [Google Scholar]
  9. Chang, E., & Asakawa, K.
    (2003) Cultural variations on optimistic and pessimistic bias for self versus a sibling: Is there evidence for self-enhancement in the west and for self-criticism in the east when the referent group is specified?Journal of Personality and Social Psychology, (), –. 10.1037/0022‑3514.84.3.569
     https://doi.org/10.1037/0022-3514.84.3.569 [Google Scholar]
  10. Chaplowe, S., & Cousins, J.
    (2016) Monitoring and Evaluation Training: A Systematic Approach. Sage Publications. 10.4135/9781071878712
     https://doi.org/10.4135/9781071878712 [Google Scholar]
  11. Chlup, D., & Collins, T.
    (2010) Breaking the ice: Using ice-breakers and re-energizers with adult learners. Adult Learning, (), –. 10.1177/104515951002100305
     https://doi.org/10.1177/104515951002100305 [Google Scholar]
  12. Chopik, W., & Oh, J.
    (2022) Implementing the fast friends procedure to build camaraderie in a remote synchronous teaching setting. Teaching of Psychology. 10.1177/00986283211065746
     https://doi.org/10.1177/00986283211065746 [Google Scholar]
  13. Chung, S., Lount, R., Park, H., & Park, E.
    (2018) Friends with performance benefits: A meta-analysis on the relationship between friendship and group performance. Personality and Social Psychology Bulletin, (), –. 10.1177/0146167217733069
     https://doi.org/10.1177/0146167217733069 [Google Scholar]
  14. Cohen, J.
    (1988) Statistical power analysis for the behavioral sciences. Routledge.
     [Google Scholar]
  15. Dewaele, J., & MacIntyre, P.
    (2022) “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms. Applied Linguistics Review, (), –. 10.1515/applirev‑2021‑0123
     https://doi.org/10.1515/applirev-2021-0123 [Google Scholar]
  16. Dizon, G.
    (2016) Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English With Technology, (), –.
     [Google Scholar]
  17. Eliasa, E.
    (2014) Increasing values of teamwork and responsibility of the students through games: Integrating education character in lectures. Procedia — Social and Behavioral Sciences, , –. 10.1016/j.sbspro.2014.01.1415
     https://doi.org/10.1016/j.sbspro.2014.01.1415 [Google Scholar]
  18. Endo, Y., Heine, S., & Lehman, D.
    (2000) Culture and positive illusions in close relationships: How my relationships are better than yours. Personality and Social Psychology Bulletin, (), –. 10.1177/01461672002612011
     https://doi.org/10.1177/01461672002612011 [Google Scholar]
  19. Fakhruddin, S., Komarudin, N., Subramaniam, S., Alih, N., & Rahmat, N.
    (2022) Social learning theory in language learning: Exploring the fear for foreign language learning. International Journal of Academic Research in Business and Social Sciences, (), –. 10.6007/IJARBSS/v12‑i5/13046
     https://doi.org/10.6007/IJARBSS/v12-i5/13046 [Google Scholar]
  20. Faur, S., & Laursen, B.
    (2022) Classroom seat proximity predicts friendship formation. Frontiers in Psychology, . 10.3389/fpsyg.2022.796002
     https://doi.org/10.3389/fpsyg.2022.796002 [Google Scholar]
  21. Feld, J., & Zölitz, U.
    (2015) Understanding peer effects: On the nature, estimation, and channels of peer effects. Journal of Labor Economics, (), –. 10.1086/689472
     https://doi.org/10.1086/689472 [Google Scholar]
  22. Geisler, G.
    (2016) East-West measures of evaluative concern and self-presentational thinking in intercollegiate soccer. International Journal of Sport and Exercise Psychology, (), –. 10.1080/1612197X.2016.1162188
     https://doi.org/10.1080/1612197X.2016.1162188 [Google Scholar]
  23. Goffman, E.
    (1955) On face-work. Psychiatry, (), –. 10.1080/00332747.1955.11023008
     https://doi.org/10.1080/00332747.1955.11023008 [Google Scholar]
  24. Heine, S., & Renshaw, K.
    (2002) Interjudge agreement, self-enhancement, and liking: Cross-cultural divergences. Personality and Social Psychology Bulletin, (), –. 10.1177/0146167202288002
     https://doi.org/10.1177/0146167202288002 [Google Scholar]
  25. Heine, S., Takata, T., & Lehman, D.
    (2000) Beyond self-presentation: Evidence for self-criticism among Japanese. Personality and Social Psychology Bulletin, (), –. 10.1177/0146167200261007
     https://doi.org/10.1177/0146167200261007 [Google Scholar]
  26. Idri, N.
    (2011) Sources of FNE among first year LMD1 students of Abderrahmane Mira University. Procedia — Social and Behavioral Sciences, , –. 10.1016/j.sbspro.2011.11.443
     https://doi.org/10.1016/j.sbspro.2011.11.443 [Google Scholar]
  27. Ishii, K., Miyamoto, Y., Mayama, K., & Niedenthal, P.
    (2011) When your smile fades away. Social Psychological and Personality Science, (), –. 10.1177/1948550611399153
     https://doi.org/10.1177/1948550611399153 [Google Scholar]
  28. Jehn, K., & Shah, P.
    (1997) Interpersonal relationships and task performance: An examination of mediation processes in friendship and acquaintance groups. Journal of Personality and Social Psychology, (), –. 10.1037/0022‑3514.72.4.775
     https://doi.org/10.1037/0022-3514.72.4.775 [Google Scholar]
  29. Jones, J.
    (2004) A cultural context for language anxiety. English Australia journal, (), –.
     [Google Scholar]
  30. Kanagawa, C., Cross, S., & Markus, H.
    (2001) “Who am I?” The cultural psychology of the conceptual self. Personality and Social Psychology Bulletin, (), –. 10.1177/0146167201271008
     https://doi.org/10.1177/0146167201271008 [Google Scholar]
  31. Karunanayake, K.
    (2022) Sources of second language speaking anxiety: An investigation into the lecturers’ perspective. International Journal of KIU, (), –. 10.37966/ijkiu2022032028
     https://doi.org/10.37966/ijkiu2022032028 [Google Scholar]
  32. Kavanagh, M., Clark-Murphy, M., & Wood, L.
    (2011) The first class: Using icebreakers to facilitate transition in a tertiary environment. Asian Social Science, (), –. 10.5539/ass.v7n4p84
     https://doi.org/10.5539/ass.v7n4p84 [Google Scholar]
  33. Kitano, K.
    (2001) Anxiety in the college Japanese language classroom. The Modern Language Journal, (), –. 10.1111/0026‑7902.00125
     https://doi.org/10.1111/0026-7902.00125 [Google Scholar]
  34. Körner, R., & Schütz, A.
    (2022) Friends know us even when they are different from us. Journal of Individual Differences, (), –. 10.1027/1614‑0001/a000391
     https://doi.org/10.1027/1614-0001/a000391 [Google Scholar]
  35. Kurniawan, A.
    (2022) Communicative language teaching approach potential for English language teaching. KnE Social Sciences, (), –. 10.18502/kss.v7i7.10648
     https://doi.org/10.18502/kss.v7i7.10648 [Google Scholar]
  36. Lamere, A., & Kennedy, K.
    (2020) Examining the effect of personal classroom friendships with online learning. World Journal of Education and Humanities, (), –. 10.22158/wjeh.v2n3p61
     https://doi.org/10.22158/wjeh.v2n3p61 [Google Scholar]
  37. Larson, M., Rubbo, L., Zaleski, K., & Larson, S.
    (2006) Science icebreaker activities: An example from gravitational wave astronomy. The Physics Teacher, (), –. 10.1119/1.2353577
     https://doi.org/10.1119/1.2353577 [Google Scholar]
  38. Licorish, S., Owen, H., Daniel, B., & George, J.
    (2018) Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, (). 10.1186/s41039‑018‑0078‑8
     https://doi.org/10.1186/s41039-018-0078-8 [Google Scholar]
  39. Liu, M., & Huang, W.
    (2011) An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011. 10.1155/2011/493167
     https://doi.org/10.1155/2011/493167 [Google Scholar]
  40. Martin, D., Wright, A., & Krieg, J.
    (2020) Social networks and college performance: Evidence from dining data. Economics of Education Review, . 10.1016/j.econedurev.2020.102063
     https://doi.org/10.1016/j.econedurev.2020.102063 [Google Scholar]
  41. Mercer, S., & Dörnyei, Z.
    (2020) Engaging language learners in contemporary classrooms. Cambridge University Press. 10.1017/9781009024563
     https://doi.org/10.1017/9781009024563 [Google Scholar]
  42. Miles, J., & Shevlin, M.
    (2001) Applying regression and correlation: A guide for students and researchers. Sage.
     [Google Scholar]
  43. Mulya, R.
    (2016) Teaching speaking by applying pair work technique. English Education Journal, (), –.
     [Google Scholar]
  44. Nfor, S.
    (2018) Improving communicative competence through mime: Bringing students’ ‘out-of-school’ literacy practices into Japanese university EFL oral communication classes. Scenario: A Journal of Performative Teaching, Learning, Research, (), –. 10.33178/scenario.12.2.2
     https://doi.org/10.33178/scenario.12.2.2 [Google Scholar]
  45. Oh, J., Oh, S., Moon, J., Yoo, J., Kim, D., Doh, Y., & Shi, C.
    (2013) Smart Icebreaker: Basic design for a serious game that promotes intimacy among group members. Proceedings of the 12th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry, , –. 10.1145/2534329.2534373
     https://doi.org/10.1145/2534329.2534373 [Google Scholar]
  46. Ohashi, M., & Yamaguchi, S.
    (2019) Super-ordinary bias among Japanese: Is it unique to Japanese culture?InK. H. Yeh (Ed.), Asian indigenous psychologies in the global context (pp.–). Palgrave Macmillan. 10.1007/978‑3‑319‑96232‑0_8
     https://doi.org/10.1007/978-3-319-96232-0_8 [Google Scholar]
  47. Paola, M., Gioia, F., & Scoppa, V.
    (2019) Free-riding and knowledge spillovers in teams: The role of social ties. European Economic Review, , –. 10.1016/j.euroecorev.2018.12.002
     https://doi.org/10.1016/j.euroecorev.2018.12.002 [Google Scholar]
  48. Patawang, M.
    (2022) The effectiveness of pair work in teaching speaking. English Language, Linguistics, and Culture International Journal, (), –. 10.24252/elstic‑ij.v2i3.34060
     https://doi.org/10.24252/elstic-ij.v2i3.34060 [Google Scholar]
  49. Pinto, A., & Escudeiro, P.
    (2017) The promotion of the 21st century learning skills through the development of games using scratch. Journal on Theoretical and Applied Informatics, (), –. 10.26729/jadi.v3i1.2437
     https://doi.org/10.26729/jadi.v3i1.2437 [Google Scholar]
  50. Pulaski, M.
    (2007) Getting to know you: Breaking the ice in the public speaking course. Communication Teacher, (), –. 10.1080/17404620701529480
     https://doi.org/10.1080/17404620701529480 [Google Scholar]
  51. Reyes, C.
    (2022) Dealing with the learners’ language anxiety: A pedagogical inquiry. British Journal of Teacher Education and Pedagogy, (), –. 10.32996/bjtep.2022.1.1.5
     https://doi.org/10.32996/bjtep.2022.1.1.5 [Google Scholar]
  52. Rohrer, J., Keller, T., & Elwert, F.
    (2021) Proximity can induce diverse friendships: A large randomized classroom experiment. PLoS ONE, (). 10.1371/journal.pone.0255097
     https://doi.org/10.1371/journal.pone.0255097 [Google Scholar]
  53. Sabri, S., Khairuddin, Z., Johan, S., Daud, K., & Bahrn, F.
    (2021) Causes of language anxiety in an ESL classroom: Towards a mentally healthier learning environment. International Journal of Asian Social Science, (), –. 10.18488/journal.1.2021.119.452.460
     https://doi.org/10.18488/journal.1.2021.119.452.460 [Google Scholar]
  54. Sadighi, F., & Dastpak, M.
    (2017) The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education and Literacy Studies, (), –. 10.7575/aiac.ijels.v.5n.4p.111
     https://doi.org/10.7575/aiac.ijels.v.5n.4p.111 [Google Scholar]
  55. Sert, O.
    (2005) A comparative analysis of pair-work and individual assignments in two ELT grammar classes. Journal of Language and Linguistic Studies, (), –. 10.17263/JLLS.80602
     https://doi.org/10.17263/JLLS.80602 [Google Scholar]
  56. Shabani, M.
    (2012) Levels and sources of language anxiety and fear of negative evaluation among Iranian EFL learners. Theory and Practice in Language Studies, (), –. 10.4304/tpls.2.11.2378‑2383
     https://doi.org/10.4304/tpls.2.11.2378-2383 [Google Scholar]
  57. Shih, H.
    (2020) The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, (), –. 10.1080/17501229.2020.1737703
     https://doi.org/10.1080/17501229.2020.1737703 [Google Scholar]
  58. Stadtfeld, C., Vörös, A., Elmer, T., Boda, Z., & Raabe, I.
    (2018) Integration in emerging social networks explains academic failure and success. Proceedings of the National Academy of Sciences of the United States of America, (), –. 10.1073/pnas.1811388115
     https://doi.org/10.1073/pnas.1811388115 [Google Scholar]
  59. Stein, M., & Nash, T.
    (2020) Icebreakers for adults. University of Florida IFAS Extension, . 10.32473/edis‑wc356‑2020
     https://doi.org/10.32473/edis-wc356-2020 [Google Scholar]
  60. Storch, N.
    (2007) Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research, (), –. 10.1177/1362168807074600
     https://doi.org/10.1177/1362168807074600 [Google Scholar]
  61. Takata, T.
    (2003) Self-enhancement and self-criticism in Japanese culture. Journal of Cross-Cultural Psychology, (), –. 10.1177/0022022103256477
     https://doi.org/10.1177/0022022103256477 [Google Scholar]
  62. Theobald, E., Eddy, S., Grunspan, D., Wiggins, B., & Crowe, A.
    (2017) Student perception of group dynamics predicts individual performance: Comfort and equity matter. PLoS ONE, (). 10.1371/journal.pone.0181336
     https://doi.org/10.1371/journal.pone.0181336 [Google Scholar]
  63. Tzoannopoulou, M.
    (2016) Foreign language anxiety and fear of negative evaluation in the Greek university classroom. Selected Papers of the 21st International Symposium on Theoretical and Applied Linguistics, , –. 10.26262/ISTAL.V21I0.5272
     https://doi.org/10.26262/ISTAL.V21I0.5272 [Google Scholar]
  64. Vucinich, C.
    (2013) Getting started on the right foot: Breaking the ice with icebreakers. ACM SIGUCCS Plugged In, (). 10.1145/2535742.2535748
     https://doi.org/10.1145/2535742.2535748 [Google Scholar]
  65. Watson, D., & Friend, R.
    (1969) Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, (), –. 10.1037/h0027806
     https://doi.org/10.1037/h0027806 [Google Scholar]
  66. Webb, J., & Engar, A.
    (2016) Exploring classroom community: A social network study of reacting to the past. Teaching and Learning Inquiry, (). 10.20343/teachlearninqu.4.1.4
     https://doi.org/10.20343/teachlearninqu.4.1.4 [Google Scholar]
  67. Wentzel, K., Jablansky, S., & Scalise, N.
    (2018) Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, (), –. 10.1007/s10648‑018‑9447‑5
     https://doi.org/10.1007/s10648-018-9447-5 [Google Scholar]
  68. Wisco, B., & Nolen-Hoeksema, S.
    (2010) Interpretation bias and depressive symptoms: The role of self-relevance. Behavior Research and Therapy, (), –. 10.1016/j.brat.2010.08.004
     https://doi.org/10.1016/j.brat.2010.08.004 [Google Scholar]
/content/journals/10.1075/aila.24014.tu
Loading
Closeness facilitating interaction among Japanese learners of English
John Benjamins ; https://doi.org/10.1075/aila.24014.tu
/content/journals/10.1075/aila.24014.tu
/content/journals/10.1075/aila.24014.tu
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: Japanese contexts ; fear of negative evaluation ; positive interactions ; L2 English speaking ; language learning interventions ; pair work ; friendships

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error