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Basic information
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NAKAMURA Sachiko |
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Researcher Basic Information
Researcher Activity Information
- Pre‐task vocabulary support enhances lexical learning but dampens positive emotions: Interactive task implementation in English‐as‐a‐Foreign‐Language classroom./TESOL Quarterly/Suzuki, Y., & Nakamura, S./2026
- Task engagement and comprehensibility development in video‐mediated intercultural exchanges: A longitudinal study/Foreign Language Annals/Akiyama, Y., Nakamura, S., Uchihara, T., & Saito, K./2026
- Engagement/ELT Journal/Nakamura, S./2025
- Timing matters for interactive task-based learning: Effects of vocabulary practice on learning multiword expressions and neural synchronization/Studies in Second Language Acquisition/Suzuki, Y., Nozawa, T., Uchihara, T., Nakamura, S., Miyazaki, A., & Jeong, H./2025
- Conceptualization and operationalization in L2 task engagement research: Taking stock and moving forward/Language Teaching/Aoyama, T., Yamazaki, J. S., Nakamura, S., Vuogan, A., An, H., Kim, C. J., & Al-Hoorie, A. H./2024
- A classroom-based study on the antecedents of epistemic curiosity in L2 learning/Journal of Psycholinguistic Research/Nakamura, S., Reinders, H., & Darasawang, P./2022
- A practitioner study on the implementation of strategy instruction for boredom regulation/Language Teaching Research/Nakamura, S., Darasawang, P., & Reinders, H./2021
- The antecedents of boredom in L2 classroom learning/System/Nakamura, S., Darasawang, P., & Reinders, H./2021
- The antidotes to boredom: a classroom-based study on strategy instruction to enhance boredom regulation for L2 learning./Nakamura, S./2021
- The effect of learner choice on L2 task engagement/Studies in Second Language Acquisition/Nakamura, S., Phung, L., & Reinders, H./2020
- Proficiency‐related variation in syntactic complexity: A study of English L1 and L2 oral descriptive discourse/International Journal of Applied Linguistics/Lambert, C., & Nakamura, S./2018
- Learner-generated content and engagement in L2 task performance./Language Teaching Research/Lambert, C., Philp, J., & Nakamura, S./2016/12/25
- Insights from written corrective feedback research/reFLEctions/Nakamura, S./2016/01/01
- The effects of content-focused and accuracy-focused written corrective feedback./Nakamura, S./2016
- Giving vocabulary lists boosts lexical learning but can reduce positive emotions in communication tasks/Nakamura, S. & Suzuki, Y./OASIS Summary/2025
- The effect of choice on engagement/Nakamura, S., Phung, L., & Reinders, H./OASIS Summary/OASIS/2021
- Why do students experience boredom in class?/Nakamura, S., Darasawang, P., & Reinders, H./OASIS Summary/2021
- Learner engagement and subjective responses to tasks in an EFL context./Phung, L., Nakamura, S., & Reinders, H./Applied Linguistics Forum/TESOL International/2019
- You’ve got a story to share/Nakamura, S./Modern English Teacher/27/4/17/～/20/2018
- Developing ELF programmes for language teaching: Innovation, resistance, and applications/Nakamura, S./De Gruyter Mouton/Designing ELF-oriented tasks to optimize learner engagement (pp. 189-204)/2025/Single author
- Mindsets in Language Education/Leis, A., Haukås, Å., Lou, N. M., & Nakamura, S/Multilingual Matters/A History and Definition of Mindsets (pp. 1–14)/2025/Multiple author
- Mindsets in Language Education/Leis, A., Haukås, Å., Nakamura, S., & Lou, N. M./Multilingual Matters/Future Directions of Mindsets in Language Education (pp. 267–273)/2025/Multiple author
- Mindsets in language education/Leis, A., Haukås, Å., Lou, N. M., & Nakamura, S/Multilingual Matters/2025/Coeditor
- Mindsets in language education/Nakamura, S., & Leis, A./Multilingual Matters/Language learning emotions and goal orientations from the perspective of mindsets (pp. 36–52)/2025/Multiple author
- Emotion regulation and strategy instruction in learning/Nakamura, S./Springer./2023/Single author
- The Routledge handbook of psychology of language learning/Reinders, H., & Nakamura, S./Routledge/Chapter 11. Engagement/2021/Multiple author
- Learner engagement in the language classroom/Phung, L., Nakamura, S., & Reinders, H./Multilingual Matters/The effect of choice on affective engagement: Implications for task design. (pp. 163-181)/2020/Multiple author
- Innovation in language teaching: The case of Japan/Reinders, H., Nakamura, S., & Ryan, S/Palgrave/The scope of innovation in Japanese language education/2019/Multiple author
- Innovation in language teaching: The case of Japan/Ryan, S., Nakamura, S., & Reinders, H./Palgrave/Innovation in Japan: Looking to the future./2019/Multiple author
- Innovation in language teaching: The case of Japan./Reinders, H., Ryan, S., & Nakamura, S./Palgrave/2019/Coeditor
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Educational research achievement information: matters concerning educational ability
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- 2021/04/01/Classroom practice 1 /My classroom practice and language teaching pedagogy are informed by my own research, a wide range of research in second language acquisition, and my accumulated teaching experience. The key features of my teaching practice are summarized below.
1. Needs analysis
At the beginning of each course, I conduct a needs analysis to better understand how students perceive English learning, including their perceived competence, perceived usefulness of English, likes and dislikes, and past learning experiences. I also ask students what they would like to do in the course. I then incorporate these insights into the course as much as possible. Through this practice, I aim to enhance students’ perceived value of learning English and personalize lessons according to their needs, interests, and preferences.
2. Cultivation of students’ relatedness
I place strong emphasis on cultivating a classroom environment in which students feel connected to and safe with one another, as well as with me as their instructor. To support this, I regularly create different pairs and groups for various activities and projects, using an online group generator tool. I also make an effort to remember each student’s name and call them by name, regardless of class size. Through these practices, I aim to foster a sense of belonging, psychological safety, and positive peer interaction in the classroom.
- 2021/04/01/Classroom practice 2 /My classroom practice and language teaching pedagogy are informed by my own research, a wide range of research in second language acquisition, and my accumulated teaching experience. The key features of my teaching practice are summarized below.
3. ELF-informed pedagogy
I apply English-as-a-Lingua-Franca (ELF)-informed pedagogy in practical ways, with a central focus on shifting students’ attention from native-like accuracy to interaction and communicative competence. To support this, I provide a wide range of communicative tasks in which the primary goal is successful communication. For example, I use information-gap tasks that encourage students to use their own linguistic resources to negotiate meaning and complete the task. I also incorporate ELF perspectives into assessment by placing emphasis on communication, interaction, and engagement, rather than imitation of native speakers.
4. Emphasis on the psychology of language learning
I place strong value on the psychology of language learning, alongside practical teaching methods. More specifically, I pay close attention to students’ emotions, self-concept, motivation, and engagement, and consider how these factors shape their learning experiences. For example, I create opportunities for students to recognize their own unique strengths, experience pride through effort, and develop a more positive sense of competence. I also aim to reduce boredom by adjusting task difficulty and complexity, and to enhance engagement by giving students autonomy and meaningful opportunities to contribute to classroom activities.
Education research achievement book information (full-time teacher in charge of course subjects): Matters related to job performance
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