Explorations in Teacher Development: Volume 31 Issue 1 (Summer 2025)

In this issue, Betty E. Lau discusses the results of student surveys and interviews conducted over a one-year communication course for college freshmen. The paper reflects upon the effectiveness of teaching strategies and goal-setting within the context of a student-centered curriculum, explores the divergences between student feedback and instructor perceptions, and examines various parameters for assessing teaching efficacy.

Gordon Danford explores the differences between public junior high schools in Japan and the Summerhill School, a free school in the U.K. founded by iconoclastic educator A.S. Neill. The educational culture and philosophy of Neill’s Summerhill School are presented and analyzed, parallels to Japan’s public junior high schools are drawn and ways in which Neill’s child-centered
pedagogical approach could inform innovations at Japanese public junior high schools are proposed.

Michael Kuziw reflects on his experience with notetaking as an indispensable tool used in conducting language learning advising at his school’s SALC (The English Education Center). Key insights include using notetaking to revise language errors, build goal-setting, create a positive rapport with students and reflect on notes for information collection. His reflections go beyond the self-explanatory nature of notetaking and illuminate how language learning is enhanced by purposeful notetaking. His insights aim to particularly support newly appointed advisors at SALCs.

Richard Thomas Ingham discusses his experience attending the inaugural Film Studies in Japan (FSIJ) conference and reflects on how film can enhance English language education. His piece highlights how film can be used in CLIL courses to boost student engagement, and to develop learners’ and teachers’ technical skills. He also considers the value of authentic audiovisual materials and how they can support more natural and meaningful language learning.

Sharon Sakuda discusses adaptations to her teaching to accommodate a hearing-impaired student in a Freshman English class. A surface reflection on this experience reveals how practical changes, such as using multimodal instruction and modifying activities, were beneficial to all students. The author also highlights the role of reflection and critical friendships in supporting professional growth, while recognizing limitations to full inclusion. This paper lays the groundwork for deeper reflection and provides a starting point for inquiry into inclusive EFL education.

Yutaka Fujieda examines the transition from traditional autobiographical methods to  exploring felt sense, the emotional and physical experiences associated with English writing.
Using the Thinking At the Edge (TAE) method, the research connects personal feelings with
academic expression. By recognizing the importance of writers’ emotional and physical
experiences, this article suggests teaching approaches that acknowledge the complex
relationship between cognitive, emotional, and physical aspects of language learning.

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EDITORIALS

• A Holistic Framework for Japanese EFL: Merging Workplace Readiness with Intercultural Communication – Jon Thomas

PERSPECTIVES

• Autobiographical Perspectives on English Writing Instruction – Yutaka Fujieda

EXPLORATIONS

• Complementary Contrasts: What Japanese Junior High Schools Can Learn From A.S. Neill and The Summerhill School – Gordon Ross Danford

REFLECTIONS

• Toward Inclusive EFL Pedagogy: A Surface Reflection on Teaching a Hearing-Impaired Student – Sharon Sakuda
• Motivation and Teaching Effectiveness: Exploring the Gap between Teacher Observations and Student Perceptions – Betty E. Lau
• Engaging in Purposeful Notetaking by Learning Advisors at a SALC – Michael Kuziw
• Film Studies in Japan (FSIJ) 2025 Conference Reflection – Richard Thomas Ingham