Summary: From 09:50 to 10:10, I will begin by introducing myself. Class participants will create a name badge for themselves, which will help us remember each other’s names more easily. Then, we will have an orientation to the course, where you will learn what you will be able to do by the end of the course based on the course handbook and website. Then, we studied and discussed the layers of diversity of a person’s personality, language, and culture. You also learned more about your classmates and me.

I. The Diversity Wheel: Visualizing Personality, Language, and Culture (10:10 to 10:40)

Personality, Language, and Culture Vocabulary Exercise: These vocabulary terms in this wheel were designed initially by Marilyn Lowden and Judy Rosener, modified by Lee Gardenswartz and Anita Rowe, and adapted by Empovia.

I. Instructions: Please study the vocabulary terms as best as you can. If you are familiar with terms such as ‘age’ or ‘job,’ you do not need to include the words and definitions in the worksheet accompanying this webpage. Only study and write vocabulary terms and definitions that you somewhat understand, but would like to confirm their meaning. Also, note terms and definitions you completely do not understand in English, as well as those in English to English, English to Japanese, or both translations. It is your choice depending on your level of English skills and the time you have to prepare for the class.

Vocabulary Terms You Understand Somewhat (but are not confident using or are not 100% sure of the meaning)

1). Vocabulary Terms Definition (in English, Japanese, or both; your choice)

2). Vocabulary Terms You Do Not Understand at All

Vocabulary Terms Definition (in English, Japanese, or both; your choice)

II. Features of Culture: Everyone has a culture. It shapes how we see the world, ourselves, and others (10:40 to 11:20)

II. Features of Culture: This lesson is adapted and based on Paul D. Coverdell’s publication “Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding.” The publication is free and downloadable for educational purposes, such as classroom use. The Building Bridges Classroom Guide provides classroom activities related to culture. Paul Coverdell was a Peace Corps Director and US Senator, and the publication was sponsored by his Worldwise Schools and the National Geographic Society.

Enduring Understanding: Everyone has a culture. It shapes how we see the world, ourselves, and others.

1) Discussions: In this section, there are whole-class discussions about the differences related to culture, beliefs, and ways of living, as well as the things we have in common, such as our basic needs and our cultural self-introductions.

An example of a cultural self-introduction: My name is __________. I’m good at puzzles, but I am not so good at math. I like sushi, but I don’t like wasabi.

You can introduce what you would like other people to know.

2) Instructions for  Worksheet #1: Features of Culture

A. Please complete the worksheet by filling in an explanation for each feature of culture. For each feature of culture, please think about and write down in the country where you were born. You can take notes on another piece of paper or electronic notes if you like.

B. Group Discussion: In your group, please use the following questions to discuss the five features of culture. You have 20 minutes to think about and take notes on the questions before the group discussions in the spaces provided in the workbook:

1. Celebrations: What kinds of celebrations are important in your family? In your country?

2. Greetings: How do you generally greet people you don’t know?

3. Beliefs about hospitality: How do you show hospitality in your community? In your school? In your home?

4. Family Role: Is there an age at which you celebrate an important event in your life?

5. Attitudes about personal space and privacy: How important is it to have your own space and privacy?

C. Essential Period 1 & 2 Discussion Questions with your group (time permitting):

1. Why is it important to understand culture?

2. How does culture shape the way we see the world, our- selves, and others?

3. How does my culture shape me?

11:20 to 11:35 Short Break

Summary:  We reviewed what to do this session and focused on some APA formatting guidance. Then, you discussed notes #5 for your academic essay and provided APA references. Lastly, we discussed the homework note-taking #6 about the solutions to your issue for the next class, and a required Write & Improve submission entry as one of your five essays. 

A Writer’s Quote to Consider:

“Notes are like Velcro. As you try to skim them, they ensnare you, and pretty soon you can’t see the story from the details. The story is not in my notes. The story is in my head.”–Jane Harrigan, Professor of Journalism at the University of New Hampshire

Review:

Alex Essay Writing Tool Step 07: Close reading

Alex Essay Writing Tool Step 08: Give your material order

Homework due at 1 pm the day before Workshop 07.

A. Take photos of your notes and insert all the images in your Google Document under the title Research Article #9 in your shared Google document.

B. You are also required to write one essay in Write & Improve, and then enter again based on the guidance and your improvement. Do not use pure AI, I will know. You may use spell and grammar checkers, but the work should be your own.

Instructions for Homework Content for Part A:

1. Researching and taking notes on article #9. Take about two pages of notes using the keywords on the pages. Remember to write the author’s name(s), the date, and page or paragraph numbers if you use direct quotations. Try to summarize your work.

Then, could you put the pictures of your notes in your shared Google Document under Research Article #9 in your shared file so I can edit your APA References?

2. Typing the APA reference of your research: As best you can, type the American Psychological Association (APA) formatted references typed in the document above your notes for Research Article #8. There are two APA quick guides you can download below for your reference.

The details needed are:

Last name, initial. (20??). Title of the article. Publisher. https//:…..

Attachments for Class and Homework:

Finding Research: Successful Paper

Academic-Essay-Writing-SurveyDownload

Sample Student APA Essay

A-very-quick-guide-to-APA-7th

A-Quick-Guide-to-APA-7th

Free Database Engines off-campus to collect research for your APA Paper: 

New! Zenbird Media: Topics & Issues: Do you often think about researching issues related to your local community, or Japan in general, but find the data in the Japanese language? Then, Zenbird Media is for you!

Carrot 2: Carrot helps you find topics related to your search term. After entering the term and clicking on ‘search,’ you can choose to see the results as a list, treemap, or pie chart, which helps you visualize your issue and narrow your search at the same time. However, please do not use Wikipedia.

Directory of Open Access Journals (DOAJ): DOAJ is a community-designed and maintained online journal directory that provides you access to robust, open-access, peer-reviewed journals. This search engine is independent and free, including being indexed in DOAJ. Please use this engine for topical issues and authors, and you might find research that provides evidence for your academic essay. DOAJ is an educational outreach search engine that focuses on high-quality applications and submissions.

Google Scholar: Google Scholar helps you do a broad or narrow search of articles. It also enables you to cite your “references” for APA and “work cited” for MLA!

CORE Research Engine UK: This research search engine claims to be the largest open-access research database in the world, giving free access to information that is very informative and easy to understand, where you might find research on your issue.

Learning About Global Issues–Specifically concerning Chuo University Faculty of Law English courses. The team hopes that this website is helpful for students and other people in Japan (and in other countries) to develop their knowledge and critical understanding of different global issues.

Summary: No make-up presentations were needed. You did our course surveys, and then you left early to study for your other classes.

Have a lovely summer!

Please play the Freerice app, sponsored by the United Nations World Food Programme, to get smarter and help feed people worldwide who are in need and hungry.

Summary: In the photo, my mom won her North American Dragon Boat Race in Montreal, Canada last week. She is the first person paddling to the left and is 82 years old. That’s why I am a strong person, lol!

There were 14 engaging presentations on your language experiences. I was glad that there were a bit more discussions and a little less silence than in previous discussion sessions.

Here are two student presentations from Cycle 2, yet from another university. If you do well and would like me to use your presentation to show other Chuo Law students in the future, please let me know. Finally, we decided on the dates of your presentations.

Cycle 2 Final Presentation A

Cycle 2 Final Presentation B

1. Each presentation should be approximately five minutes long, with two minutes allocated for questions and comments. 

2. There are usually 14 to 16 slides in your PowerPoint slide show. Some students would like to make a poster, so please use several A3 sheets and tape them together. Please remind me to get the paper!

3. Each image you use should mention what website (not the URL, but the author’s name and date published with the time-stamp or page/paragraph number) to show where you got your content from to give credit. 

4. It is essential that you have at least four in-text citations/references. The first four students I have checked only have two. What’s up with that? Please add two more.

Homework due by email for PowerPoint attachments or posters, take photos of them, and place them at the end of the Cycle 2 Section of your Google Doc. Each person will submit their presentation on the Friday before their presentation day by 1:20 pm, after lunch.

Presentation-Guidlines_Cycle 2_L2-M_Self_SystemDownload

Summary: There were ten engaging presentations on your language experiences. I was glad that there were a bit more discussions and a little less silence than in previous discussion sessions.

Here are two student presentations from Cycle 2, yet from another university. If you do well and would like me to use your presentation to show other Chuo Law students in the future, please let me know. Finally, we decided on the dates of your presentations.

Cycle 2 Final Presentation A

Cycle 2 Final Presentation B

1. Each presentation should be approximately five minutes long, with two minutes allocated for questions and comments. 

2. There are usually 14 to 16 slides in your PowerPoint slide show. Some students would like to make a poster, so please use several A3 sheets and tape them together. Please remind me to get the paper!

3. Each image you use should mention what website (not the URL, but the author’s name and date published with the time-stamp or page/paragraph number) to show where you got your content from to give credit. 

4. It is essential that you have at least four in-text citations/references. The first four students I have checked only have two. What’s up with that? Please add two more.

Homework due by email for PowerPoint attachments or for posters, take photos of them and place them at the end of the Cycle 2 Section of your Google Doc. Each person will submit their presentation on the Friday before their presentation day by 1:20 pm, after lunch.

1. The guidelines for the assessment you also received in class are attached at the bottom of this web page. 🙂 As best you can, design your PowerPoint slides, poster, or other preferred format based on the feedback. If you create a poster, I won’t be able to correct the issues, so please take pictures of your poster and place them at the end of the Cycle 2 section of your Google Doc. I can then provide feedback that way. Please ensure that you have a clear introduction, body, and conclusion.

Presentation-Guidlines_Cycle 2_L2-M_Self_SystemDownload

Summary: The student(s) worked hard by designing their presentation after getting guidance on your presentation. Here are two student presentations from Cycle 2, yet from another university. If you do well and would like me to use your presentation to show other Chuo Law students in the future, please let me know. Finally, we decided on the dates of your presentations.

Cycle 2 Final Presentation A

Cycle 2 Final Presentation B

1. Each presentation should be approximately five minutes long, with two minutes allocated for questions and comments. 

2. There are usually 14 to 16 slides in your PowerPoint slide show. Some students would like to make a poster, so please use several A3 sheets and tape them together. Please remind me to get the paper!

3. Each image you use should mention what website (not the URL, but the author’s name and date published with the time-stamp or page/paragraph number) to show where you got your content from to give credit. 

4. It is essential that you have at least four in-text citations/references. The first four students I have checked only have two. What’s up with that? Please add two more.

Homework due by email for PowerPoint attachments or for posters, take photos of them and place them at the end of the Cycle 2 Section of your Google Doc. Presenters in Class 12 will submit their presentation to me by email by this Friday, the day by 1:20 pm, after lunch, if you would like me to check your presentation. You can submit it at midnight on Sunday, but I will not be able to check it.

1. The guidelines for the assessment you also received in class are attached at the bottom of this web page. 🙂 As best you can, design your PowerPoint slides, poster, or other preferred format based on the feedback. If you create a poster, I won’t be able to correct the issues, so please take pictures of your poster and place them at the end of the Cycle 2 section of your Google Doc, and I can provide feedback that way. Please ensure that you have a clear introduction, body, and conclusion.

Summary: I explained that you can approach your discussions of the readings and viewing with the 4Cs, which are the Concepts, Connections, Challenges, and Changes, with your homework and your Cycle 2 Language Learning Histories Presentations that are upcoming in July.

Class 09 Homework on Language: Please take 3-4 pages of notes on one reading or two viewings from the offerings below in keywords and use summarization as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 2. Feel free to find your own language readings and viewings as well; however, please share the source by providing the URL so that I can share it with the class.

This homework is due on Sunday by Midnight, before Class 11.

Here is the list of readings and viewings for Cycle 2. Please click the links.

Language Learning Experiences

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh. https://www.youtube.com/watch?v=SP0bAQ8J6C0

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ought-to Self (What You Ought to Do to Learn the Language Coming from Others)

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

National Center on Improving Literacy (2019, Jan. 26). How do early language experiences contribute to a child’s ability to read [Video]? Reading Rocket. https://www.youtube.com/watch?v=bdzCDkJnaOc

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Tagarelli, K. (2022, Aug. 25). What motivates you to learn a second language? Science behind language learning [Video]. YouTube Mango Languages. https://www.youtube.com/watch?v=GUltY_XLhXM

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ideal Self (Vision for the Future)

Dornyei, Z. (2016, December 02). Motivating learners and teachers through vision [Video]. Youtube: Cambridge University Press. https://www.youtube.com/watch?v=jMTLYjLksvg

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Goswami-Christiansen, S. (2020, February 4). Nationalism or global identity [Video]. TEDxCopenhagen.  https://www.youtube.com/watch?v=tacXlQptaUA

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pd

Summary:  First, we reviewed the definition of the L2 self system. Then, you formed pairs to discuss your ideas and the vision you wrote in your Google Doc.

Sahakyan, T. (2022, Sept. 16). Language learning motivation [Video]. YouTube. https://www.youtube.com/watch?v=WRRGU9Q9tDI

Note: Time Stamp 1:42 for L2 Self System

English Past (Language Learning Experience and Ought-to Self):

1. When did you start learning English? Please discuss what you remember about this experience. About how old were you?
2. How did you study English in junior and senior high school? How were your English classes?
3. Pretend I was a student in one of your classes in secondary school. Please take me to the class and describe what I can expect to see.
4. What English studies did you feel that you had to do, but did not want to do?
5. Describe a positive(s) or negative experience(s) you have had learning English in the classroom. What did you learn from the experience?
6. What was the best or worst English class you have ever had? Why?
7. How about studying abroad? If so, how was it?  
8. Have you used English while abroad? In Japan? If so, how was that? Please explain.
9. What opportunities have you had to use English outside the classroom?

After that, in new pairs, you discussed your current motivation by using these questions:

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies are you currently feeling you must do, but do not want to do?

8. How do you develop your English skills these days?9. Do you use English for your hobbies, sports, or during your relaxation time?

Class 09 Homework on Language: Please take 3-4 pages of notes on one reading or two viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 2. Feel free to find your own language readings and viewings as well; however, please share the source by providing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 10.

Here is the list of readings and viewings for Cycle 2. Please click the links.

Language Learning Experiences

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh. https://www.youtube.com/watch?v=SP0bAQ8J6C0

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ought-to Self (What You Ought to Do to Learn the Language Coming from Others)

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

National Center on Improving Literacy (2019, Jan. 26). How do early language experiences contribute to a child’s ability to read [Video]? Reading Rocket. https://www.youtube.com/watch?v=bdzCDkJnaOc

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Tagarelli, K. (2022, Aug. 25). What motivates you to learn a second language? Science behind language learning [Video]. YouTube Mango Languages. https://www.youtube.com/watch?v=GUltY_XLhXM

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ideal Self (Vision for the Future)

Dornyei, Z. (2016, December 02). Motivating learners and teachers through vision [Video]. Youtube: Cambridge University Press. https://www.youtube.com/watch?v=jMTLYjLksvg

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Goswami-Christiansen, S. (2020, February 4). Nationalism or global identity [Video]. TEDxCopenhagen.  https://www.youtube.com/watch?v=tacXlQptaUA

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

Summary: We were blessed with eight more insightful identity presentations that were unique to the presenters. I am very proud of all of you for the Cycle 1 presentations. Then, briefly, you discussed your language learning histories about your second language experiences. It doesn’t have to be English, but your second language if you have another one, like Korean, Chinese, French, German, or another language.

Homework due on Friday at 1 pm before Class 09. English Present & Future (Ought-to Self and the Ideal Self): Homework due on Sunday at midnight before Class 09. Please take four or five pages of notes based on these 18 questions about your out-to language self and ideal language self in your Google Docs at the top of the page. You can use drawings and images as you like. Feel free to make it colorful. You do not need to answer all the questions, but choose 8 or 10 that mean the most to you that you would like to share with the class.

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies are you currently feeling you must do, but do not want to do?

8. How do you develop your English skills these days?

9. Do you use English for your hobbies, sports, or during your relaxation time? 

If so, please explain.

English Future (Ideal L2 Self)

1. What would you like to do with your English after this course?

2. What are your learning goals? For each of the goals, what are some specific, practical 

actions you can take to get closer to this goal?

3. How do you see your English self in the future? What do you look and feel like then?

4. What hopes do you have for learning English in the future?

5. Do you see yourself using English in your future job after graduation? If so, how? 

6. How do you see yourself using English for your future Employment? What would that 

look like, and what would you look and feel like?

7. As you become older, how do you see, if at all, the role English will play in your family 

life?

8. As you become older, how do you see, if at all, the role English will play in your life 

with friends?

9. As you become older, how do you see, if at all, the role English will play in your 

occupation (this can be working from home or being a graduate student as well)?