J

• Behforouz, B. (2020). Common European Framework implementation and English language learning challenges. Journal of Applied Linguistics and Language Research, 7(4),130-146.

• Byram, M., & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The globalisation of language education policy. Multilingual matters. https://doi.org/10.21832/9781847697318

• Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-158. https://doi.org/10.37546/JALTJJ28.2-2

• Council of Europe (2020). Global scale – Table 1 (CEFR 3.3): Common reference levels. https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Esther, S. H. (2012). Student learning assessment, Asia Pacific education system review series. http://unesdoc.unesco.org/images/0021/002178/217816E.pdf

• Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-face to remote instruction in a higher education institution during a pandemic: Multiple case studies. International Journal of Technology in Education and Science, 4(4), 370-383. https://doi.org/10.46328/ijtes.v4i4.169

• Gross, B., & Opalka, A. (2020). Too many schools leave learning to chance during the pandemic. Center on Reinventing Public Education.

• Leong, H. J., & Rethinasamy, S. (2020). Narratives of English language teachers on the implementation of school-based assessment (SBA) in Sarawak, Malaysia. Pertanika Journal of Social Sciences & Humanities, 28(S2), 35-52.

• Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Cambridge University Press. https://doi.org/10.1017/S0261444806003557

• Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655. https://doi.org/10.1111/j.1540-4781.2007.00627_2.x

• Mahoney, S., & Inoi, O. (2015). Homeroom teachers’ perspectives on goal achievement in Japan’s foreign language activity classes. JES Journal, 15(1), 52-67.

• Martyniuk, W., & Noijons, J. (2007). Executive summary of results of a survey on the use of the CEFR at national level in the Council of Europe Member States. Council of Europe.

• Negishi, M., Takada, T., & Tono, Y. (2013). A progress report on the development of the CEFR-J. In Exploring language frameworks: Proceedings of the ALTE Kraków Conference (pp. 135-163). Cambridge University Press.

• Nemoto, A. K. (2018) Getting ready for 2020: Changes and challenges for English education in public primary schools in Japan. The Language Teacher JALT, 42(4), 33-35.

• Niigata City. (2020). Board of education. http://www.city.niigata.lg.jp/shisei/soshiki/soshikiinfo/kyouikuiinkai_top/

• Richards, J. C., & Schmidt, R. (Eds). (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education Limited.

• Tsuboya-Newell, I. (October 29, 2017). Why do Japanese have trouble learning English. The Japan Times. https://www.japantimes.co.jp/opinion/2017/10/29/commentary/japan-commentary/japanese-trouble-learning-english/

• Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academics Publishers. https://doi.org/10.1007/1-4020-7912-5

• WHO. (2019). Coronavirus disease 2019 (COVID-19): Situation report, 94. World Health Organization.

• William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001

• Zhang, C. (2020). From face-to-face to screen-to-screen: CFL teachers’ beliefs about digital teaching competence during the pandemic. International Journal of Chinese Language Teaching, 1(1), 35-52.

• Behforouz, B. (2020). Common European Framework implementation and English language learning challenges. Journal of Applied Linguistics and Language Research, 7(4),130-146.

• Byram, M., & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The globalisation of language education policy. Multilingual matters. https://doi.org/10.21832/9781847697318

• Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-158. https://doi.org/10.37546/JALTJJ28.2-2

• Council of Europe (2020). Global scale – Table 1 (CEFR 3.3): Common reference levels. https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Esther, S. H. (2012). Student learning assessment, Asia Pacific education system review series. http://unesdoc.unesco.org/images/0021/002178/217816E.pdf

• Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-face to remote instruction in a higher education institution during a pandemic: Multiple case studies. International Journal of Technology in Education and Science, 4(4), 370-383. https://doi.org/10.46328/ijtes.v4i4.169

• Gross, B., & Opalka, A. (2020). Too many schools leave learning to chance during the pandemic. Center on Reinventing Public Education.

• Leong, H. J., & Rethinasamy, S. (2020). Narratives of English language teachers on the implementation of school-based assessment (SBA) in Sarawak, Malaysia. Pertanika Journal of Social Sciences & Humanities, 28(S2), 35-52.

• Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Cambridge University Press. https://doi.org/10.1017/S0261444806003557

• Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655. https://doi.org/10.1111/j.1540-4781.2007.00627_2.x

• Mahoney, S., & Inoi, O. (2015). Homeroom teachers’ perspectives on goal achievement in Japan’s foreign language activity classes. JES Journal, 15(1), 52-67.

• Martyniuk, W., & Noijons, J. (2007). Executive summary of results of a survey on the use of the CEFR at national level in the Council of Europe Member States. Council of Europe.

• Negishi, M., Takada, T., & Tono, Y. (2013). A progress report on the development of the CEFR-J. In Exploring language frameworks: Proceedings of the ALTE Kraków Conference (pp. 135-163). Cambridge University Press.

• Nemoto, A. K. (2018) Getting ready for 2020: Changes and challenges for English education in public primary schools in Japan. The Language Teacher JALT, 42(4), 33-35.

• Niigata City. (2020). Board of education. http://www.city.niigata.lg.jp/shisei/soshiki/soshikiinfo/kyouikuiinkai_top/

• Richards, J. C., & Schmidt, R. (Eds). (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education Limited.

• Tsuboya-Newell, I. (October 29, 2017). Why do Japanese have trouble learning English. The Japan Times. https://www.japantimes.co.jp/opinion/2017/10/29/commentary/japan-commentary/japanese-trouble-learning-english/

• Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academics Publishers. https://doi.org/10.1007/1-4020-7912-5

• WHO. (2019). Coronavirus disease 2019 (COVID-19): Situation report, 94. World Health Organization.

• William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001

• Zhang, C. (2020). From face-to-face to screen-to-screen: CFL teachers’ beliefs about digital teaching competence during the pandemic. International Journal of Chinese Language Teaching, 1(1), 35-52.

• Behforouz, B. (2020). Common European Framework implementation and English language learning challenges. Journal of Applied Linguistics and Language Research, 7(4),130-146.

• Byram, M., & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The globalisation of language education policy. Multilingual matters. https://doi.org/10.21832/9781847697318

• Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-158. https://doi.org/10.37546/JALTJJ28.2-2

• Council of Europe (2020). Global scale – Table 1 (CEFR 3.3): Common reference levels. https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Esther, S. H. (2012). Student learning assessment, Asia Pacific education system review series. http://unesdoc.unesco.org/images/0021/002178/217816E.pdf

• Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-face to remote instruction in a higher education institution during a pandemic: Multiple case studies. International Journal of Technology in Education and Science, 4(4), 370-383. https://doi.org/10.46328/ijtes.v4i4.169

• Gross, B., & Opalka, A. (2020). Too many schools leave learning to chance during the pandemic. Center on Reinventing Public Education.

• Leong, H. J., & Rethinasamy, S. (2020). Narratives of English language teachers on the implementation of school-based assessment (SBA) in Sarawak, Malaysia. Pertanika Journal of Social Sciences & Humanities, 28(S2), 35-52.

• Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Cambridge University Press. https://doi.org/10.1017/S0261444806003557

• Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655. https://doi.org/10.1111/j.1540-4781.2007.00627_2.x

• Mahoney, S., & Inoi, O. (2015). Homeroom teachers’ perspectives on goal achievement in Japan’s foreign language activity classes. JES Journal, 15(1), 52-67.

• Martyniuk, W., & Noijons, J. (2007). Executive summary of results of a survey on the use of the CEFR at national level in the Council of Europe Member States. Council of Europe.

• Negishi, M., Takada, T., & Tono, Y. (2013). A progress report on the development of the CEFR-J. In Exploring language frameworks: Proceedings of the ALTE Kraków Conference (pp. 135-163). Cambridge University Press.

• Nemoto, A. K. (2018) Getting ready for 2020: Changes and challenges for English education in public primary schools in Japan. The Language Teacher JALT, 42(4), 33-35.

• Niigata City. (2020). Board of education. http://www.city.niigata.lg.jp/shisei/soshiki/soshikiinfo/kyouikuiinkai_top/

• Richards, J. C., & Schmidt, R. (Eds). (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education Limited.

• Tsuboya-Newell, I. (October 29, 2017). Why do Japanese have trouble learning English. The Japan Times. https://www.japantimes.co.jp/opinion/2017/10/29/commentary/japan-commentary/japanese-trouble-learning-english/

• Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academics Publishers. https://doi.org/10.1007/1-4020-7912-5

• WHO. (2019). Coronavirus disease 2019 (COVID-19): Situation report, 94. World Health Organization.

• William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001

• Zhang, C. (2020). From face-to-face to screen-to-screen: CFL teachers’ beliefs about digital teaching competence during the pandemic. International Journal of Chinese Language Teaching, 1(1), 35-52.