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DR Seiko Harumi's Outputs (6)

The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom (2023)
Book Chapter
Harumi, S. (2023). The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom. In S. Egitim, & Y. Umemiya (Eds.), Leaderful classroom pedagogy through a multidisciplinary lens: Merging theory with practice (103-117). Springer Singapore. https://doi.org/10.1007/978-981-99-6655-4_7

This study explores ways in which learner-initiated questions in the second language (L2) Japanese classroom can function as a pedagogical resource for co-learning involving learners and teachers, one which also forges teacher identity within a leade... Read More about The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom.

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction (2023)
Journal Article
Harumi, S. (2023). The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction. Journal of Silence Studies in Education, 2(2), 145-162. https://doi.org/10.31763/jsse.v2i2.79

This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in sec... Read More about The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction.

Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction? (2023)
Book Chapter
Harumi, S. (2023). Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction?. In J. Mackay, & T. Wogan (Eds.), ELT research in action 2022: Working together towards shared goals (81-84). IATEFL

This study reported on the research findings in a Japanese EFL context focusing on learner-initiated translanguaging
practices by intermediate Japanese EFL learners at the tertiary level. The persistent issue of East Asian learners’ silence in the L... Read More about Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction?.

Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires (2023)
Journal Article
Harumi, S. (2023). Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires. TESOL journal, 14(1), Article e704. https://doi.org/10.1002/tesj.704

This article explores the use of conversation analysis (CA)–informed speaking task design to develop second language (L2) learners' interactional repertoires in L2 classrooms. The study draws on the voices of teachers and Japanese learners of English... Read More about Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires.

The facilitative use of learner-initiated translanguaging in Japanese EFL contexts (2023)
Journal Article
Harumi, S. (2023). The facilitative use of learner-initiated translanguaging in Japanese EFL contexts. Applied Pragmatics, 5(1), 86-119. https://doi.org/10.1075/ap.20014.har

This study explores the facilitative use of learner-initiated translanguaging and teacher responsiveness to its use in 68 dyads of conversational interaction between a teacher and individual students in tertiary Japanese EFL contexts. Adopting conver... Read More about The facilitative use of learner-initiated translanguaging in Japanese EFL contexts.