Updated on 2025/10/23

写真a

 
TANAKA MITSUKO
 
Organization
Faculty of Liberal Arts, Sciences and Global Education Associate Professor
Graduate School of Sustainable System Sciences Division of Sustainable System Sciences
Title
Associate Professor
Affiliation
Institute of Liberal Arts, Sciences and Global Education
Contact information
メールアドレス
Affiliation campus
Nakamozu Campus

Position

  • Faculty of Liberal Arts, Sciences and Global Education 

    Associate Professor  2022.04 - Now

  • Graduate School of Sustainable System Sciences Division of Sustainable System Sciences 

    Associate Professor  2022.04 - Now

Degree

  • Ph.D.(Education with Concentration in Applied Linguistics) （ Others ） (   Temple University )

Research Areas

  • Humanities & Social Sciences / Educational psychology

  • Humanities & Social Sciences / Foreign language education

Research Interests

  • Assessment

  • Motivation

Professional Memberships

  • THE JAPAN LANGUAGE TESTING ASSOCIATION

  • THE JAPAN ASSOCIATION OF COLLEGE ENGLISH TEACHERS

  • JAPAN ASSOCIATION FOR LANGUAGE EDUCATION FOR TECHNOLOGY

  • NPO JAPAN ASSOCIATION FOR LANGUAGE TEACHING

Committee Memberships (off-campus)

  • 大学英語教育学会（JACET）関西支部   幹事（財務）  

    2023.04 - 2025.03 

  • 大学英語教育学会（JACET）関西支部   研究企画委員  

    2021.04 - 2023.03 

  • 日本言語テスト学会 (JLTA)   会計監査委員  

    2020.04 - 2022.03 

Job Career (off-campus)

  • Osaka University   Center for Multilingual Education   Associate Professor

    2018.04 - 2022.03

  • 立命館大学   外国語嘱託講師

    2014.04 - 2018.03

Papers

  • Friendship bias in peer assessment of EFL oral presentations Reviewed OA

    Mitsuko Tanaka

    Assessment in Education: Principles, Policy & Practice (Taylor & Francis; SSCI & Scopus-indexed, Q1)   2025.10（ ISSN:0969-594X ） （ eISSN:1465-329X ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1080/0969594X.2025.2570248

    Other URL： https://doi.org/10.1080/0969594X.2025.2570248

  • Impact of group work environment and size on L2 motivation in project-based learning Reviewed OA

    Mitsuko Tanaka

    System (Elsevier; SSCI & Scopus-indexed, Q1)   130 ( 103621 )   2025.02（ ISSN:0346-251X ） （ eISSN:1879-3282 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1016/j.system.2025.103621

    Other URL： https://doi.org/10.1016/j.system.2025.103621

    Repository URL： http://hdl.handle.net/10466/0002003734

  • Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling Reviewed OA

    Mitsuko Tanaka

    International Review of Applied Linguistics in Language Teaching (Walter de Gruyter; SSCI & Scopus-indexed, Q1)   62 ( 4 )   1459 - 1483   2024.11（ ISSN:0019-042X ） （ eISSN:1613-4141 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    Abstract

    Despite the well acknowledged importance of motivation in second language (L2) learning, longitudinal research regarding the effects of motivation on growth in L2 proficiency remains limited. Furthermore, limited investigation has been done on how motivation and L2 proficiency interactively develop and affect each other. Thus, this study examined the impact of motivation on growth in kanji proficiency and the dual developmental trajectories of motivation and kanji proficiency using the self-determination theory. Learners of Japanese with Chinese as their First language (L1) responded to a questionnaire and took kanji tests three times in one academic semester (n = 192). The results of the univariate latent growth curve (LGC) modeling identified intrinsic motivation and introjected regulation as positive and negative predictors, respectively, of kanji proficiency growth, suggesting the importance of enjoyment and the detrimental nature of introjected regulation in kanji learning by L1 Chinese learners. The results of multivariate LGC modeling demonstrated a lack of reciprocal developmental association between kanji proficiency and intrinsic motivation. Moreover, perceived competence rather than actual growth in kanji proficiency influenced the enhancement of intrinsic motivation, indicating the importance of subjective interpretations of L2 development in promoting motivation.

    DOI： 10.1515/iral-2022-0210

    Other URL： https://doi.org/10.1515/iral-2022-0210

    Repository URL： http://hdl.handle.net/10466/0002003735

  • Impact of self-construal on rater severity in peer assessments of oral presentations Reviewed International coauthorship OA

    Mitsuko Tanaka, Steven J. Ross

    Assessment in Education: Principles, Policy & Practice (Taylor & Francis; SSCI & Scopus-indexed, Q1)   30 ( 2 )   203 - 220   2023.05（ ISSN:0969-594X ） （ eISSN:1465-329X ）

    　More details

    Authorship：Lead author   Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1080/0969594x.2023.2189564

    Other URL： https://doi.org/10.1080/0969594X.2023.2189564

    Repository URL： http://hdl.handle.net/10466/0002003736

  • Motivation, self-construal, and gender in project-based learning Reviewed OA

    Mitsuko Tanaka

    Innovation in Language Learning and Teaching (Taylor & Francis; SSCI & Scopus-indexed, Q1)   17 ( 2 )   306 - 320   2023.04（ ISSN:1750-1229 ） （ eISSN:1750-1237 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1080/17501229.2022.2043870

    Other URL： https://doi.org/10.1080/17501229.2022.2043870

  • Individual perceptions of group work environment, motivation, and achievement Reviewed OA

    Mitsuko Tanaka

    International Review of Applied Linguistics in Language Teaching (Walter de Gruyter; SSCI & Scopus-indexed, Q1)   60 ( 4 )   1201 - 1225   2022.11（ ISSN:0019-042X ） （ eISSN:1613-4141 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    <title>Abstract</title>
    The learning environment is an important factor in both learner motivation and learning outcomes. As second language (L2) classrooms frequently employ group work, clarifying the environmental effects in group work settings is important to improve pedagogical application in this context. This study examined the cross-sectional structural relations among the factors of work environment, motivation, and learning outcomes for L2 learners at various English proficiency levels. Japanese university students (<italic>N</italic> = 200) were engaged in group work activities for one semester. Self-reported data on motivation, the group work environment, course grades, and standardized English proficiency test scores were analyzed using path and moderation models. Results revealed that the group work environment significantly affected motivation. Learners who perceived stronger group cohesion and greater group engagement were likely to find learning more enjoyable and were less prone to amotivation. However, those perceiving weaker group cohesion and lesser group engagement tended to display the opposite motivational pattern. Further, this environmental effect on motivation was evident regardless of English proficiency level. Results further showed that motivation was significantly associated with achievement, thereby indicating that the group work environment indirectly influenced learning outcomes via motivation.

    DOI： 10.1515/iral-2020.0183

    Other URL： https://doi.org/10.1515/iral-2020-0183

  • The role of self-construal in EFL vocabulary learning Reviewed OA

    Mitsuko Tanaka

    International Review of Applied Linguistics in Language Teaching (Walter de Gruyter; SSCI & Scopus-indexed, Q1)   60 ( 3 )   883 - 908   2022.09（ ISSN:0019-042X ） （ eISSN:1613-4141 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    Vocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in vocabulary learning by employing self-determination theory. The participants were 155 engineering students from a Japanese technical college. Path and mediation analyses were performed based on vocabulary test scores and questionnaire responses. Results revealed that independent self-construal had a significant impact on more self-determined types of both motivation (i.e., intrinsic motivation and identified regulation) and amotivation, but interdependent self-construal was statistically irrelevant to them, in the context of vocabulary learning. Furthermore, perceived autonomy and competence mediated the relationship between independent self-construal and motivation. These findings indicate that vocabulary learning motivation is shaped and regulated by self-construal and may be enhanced through support of the mediators.

    DOI： 10.1515/iral-2019.0082

    Other URL： https://doi.org/10.1515/iral-2019.0082

  • 自己調整語彙学習能力と動機づけ

    田中美津子

    言語文化共同研究プロジェクト2020   2021.05

  • Evaluating a scale’s construct validity to assess the group work environment using the Rasch model Reviewed

    Mitsuko Tanaka

    JALT Journal (Scopus-Indexed)   43 ( 1 )   82 - 99   2021.05（ ISSN:0287-2420 ）

    　More details

    Publishing type：Research paper (scientific journal)  

    Tanaka (2017) developed a questionnaire instrument comprised of 2 constructs (group cohesion and group engagement) to assess the group work environment using exploratory factor analysis. The purpose of this study was to examine the construct validity of the scale using Rasch analysis. The sample included 200 second-year Japanese university students who engaged in group work over a semester. The results of the Rasch analysis verified construct validity with acceptable fit statistics, adequately high reliability and separation indices, logical hierarchical ranking of the items, and the unidimensionality of the construct.

    Tanaka（2017）は探索的因子分析を用いて２つの構成概念（「グループの結束性」と「グループの積極的な関与」）を抽出し、グループワーク環境を測定する質問紙を作成した。本研究の目的はラッシュモデルを用いて当該尺度の構成概念妥当性を検証することである。本研究の調査対象者は一学期にわたりグループワークを行った日本の大学二年生200名である。ラッシュモデルによる分析の結果、適合度統計値が許容範囲内に収まること、信頼性係数と分離指数が十分に高いこと、項目の階層序列が論理的であること、構成概念の一元性が確保されることが明らかになり、尺度の構成概念妥当性が支持された。

    DOI： 10.37546/jaltjj43.1-4

    Other URL： https://doi.org/10.37546/JALTJJ43.1-4

  • Examining personality bias in peer assessment of EFL oral presentations: A preliminary study Reviewed

    Mitsuko Tanaka

    JALT Journal (Scopus-Indexed)   39 ( 2 )   183 - 196   2017.11（ ISSN:0287-2420 ）

    　More details

    Publishing type：Research paper (scientific journal)  

    DOI： 10.37546/JALTJJ39.2-5

    Other URL： https://doi.org/10.37546/JALTJJ39.2-5

  • Investigating the effects of short in-class extensive reading on improving English proficiency Reviewed

    Mitsuko Tanaka

    The Language Teacher   41 ( 3 )   3 - 8   2017.05

  • Examining EFL vocabulary learning motivation in a demotivating learning environment Reviewed

    Mitsuko Tanaka

    System (Elsevier; SSCI & Scopus-indexed, Q1)   65   130 - 138   2017.04（ ISSN:0346-251X ） （ eISSN:1879-3282 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1016/j.system.2017.01.010

    Other URL： https://doi.org/10.1016/j.system.2017.01.010

  • Factors Affecting Motivation for Short In-class Extensive Reading Reviewed OA

    Mitsuko Tanaka

    The Journal of AsiaTEFL (Scopus-Indexed)   14 ( 1 )   98 - 113   2017.03

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.18823/asiatefl.2017.14.1.7.98

    Other URL： http://dx.doi.org/10.18823/asiatefl.2017.14.1.7.98

  • Developing and Evaluating a Questionnaire to Measure EFL Learners’ Vocabulary Learning Motivation

    Mitsuko Tanaka

    Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings   351 - 368   2016.08（ ISBN:978-981-10-1686-8 ）

    　More details

    Publishing type：Research paper (international conference proceedings)  

    DOI： 10.1007/978-981-10-1687-5_23

  • Exploring Motivational Changes for Short In-class Extensive Reading Reviewed OA

    Mitsuko Tanaka

    The Journal of AsiaTEFL (Scopus-Indexed)   12 ( 4 )   61 - 91   2015.12

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.18823/asiatefl.2015.12.4.3.61

    Other URL： http://dx.doi.org/10.18823/asiatefl.2015.12.4.3.61

  • A poster presentation task using task-based language teaching

    Mitsuko Tanaka

    Shoin ELTC Forum   2014.03

  • Examining kanji learning motivation using self-determination theory Reviewed

    Mitsuko Tanaka

    System (Elsevier; SSCI & Scopus-indexed, Q1)   41 ( 3 )   804 - 816   2013.09（ ISSN:0346-251X ） （ eISSN:1879-3282 ）

    　More details

    Publishing type：Research paper (scientific journal)   International / domestic magazine：International journal  

    DOI： 10.1016/j.system.2013.08.004

    Other URL： https://doi.org/10.1016/j.system.2013.08.004

  • Affective variables and kanji knowledge of Chinese JSL learners

    Mitsuko Tanaka

    JALT Journal of Japanese Language Education   2011.05

  • Examining the kanji learning motivation of Chinese JSL learners

    Mitsuko Tanaka

    Proceedings of the 2010 Applied Linguistics Colloquium   2011.02

  • Perceptions and use of strategies in L2 Japanese reading

    Mitsuko Tanaka

    Proceedings of the 2007 Applied Linguistics Colloquium   2009.07

  • Repeated reading in the JSL reading classroom

    Mitsuko Tanaka

    Proceedings of the 2008 Applied Linguistics Colloquium   2009.02

  • Japanese industrialization and the factory girls' songs

    Fon Linguae   1996.01

▼display all

Presentations

  • Motivation and personality in oral presentations

    Mitsuko Tanaka

    The 49th annual international conference of the Japan Association for Language Teaching (JALT)  2023.11 

  • 「グループワーク環境と動機づけ，自己・集団効力感」『グループワーク×英語授業―やる気が伝染する学習活動のデザイン』

    コーディネーター: 廣森友人, パネリスト: 三ツ木真実, 吉村征洋, 桐村亮, 田中美津子

    2023年度多層言語環境研究シンポジウム: 多層言語環境社会における CommunicationとMediation  2023.11 

  • Big five personality traits and rating behavior in peer assessment International conference

    Mitsuko Tanaka

    The TESOL 2023 Virtual Convention  2023.04 

  • Rater bias in peer assessments of oral presentations International conference

    Mitsuko Tanaka

    The annual conference of the American Association for Applied Linguistics (AAAL), (Marriott Portland Downtown Waterfront, Portland, OR, USA)  2023.03 

  • Peer ratings of presentations in online vs. in-person learning contexts

    Mitsuko Tanaka

    The 48th annual international conference of the Japan Association for Language Teaching (JALT)  2022.11 

  • Environment, motivation, and self- and collective efficacy in group work settings International conference

    Mitsuko Tanaka

    The 4th International Psychology of Language Learning Conference (PLL4)  2022.06 

  • Holistic and analytic ratings in peer assessment of presentations

    Mitsuko Tanaka

    The 47th annual international conference of the Japan Association for Language Teaching (JALT)  2021.11 

  • The roles of group cohesion and group engagement in EFL group work International conference

    Mitsuko Tanaka

    The British Association for Applied Linguistics (BAAL) 2021 Virtual Conference  2021.09 

  • Group effects of environment on motivation in L2 group work International conference

    Mitsuko Tanaka

    The American Association for Applied Linguistics (AAAL) 2021 Virtual Conference  2021.03 

  • The Effects of Gender and Self construal on Motivation in Project based Learning

    Mitsuko Tanaka

    The 3rd JAAL in JACET  2020.12 

  • Gender, self-construal, and project-based learning

    Mitsuko Tanaka

    The 46th annual international conference of the Japan Association for Language Teaching (JALT)  2020.11 

  • Gender differences in motivation to learn English International conference

    Mitsuko Tanaka

    The 2019 biannual combined Applied Linguistics Association of Australia (ALAA) and the Applied Linguistic Association of New Zealand (ALANZ) conference (Curtin University, Perth, Australia)  2019.11 

  • Group functioning in EFL group work

    Mitsuko Tanaka

    The 45th annual international conference of the Japan Association for Language Teaching (JALT), (Aichi Industry and Labor Center (WINC AICHI), Nagoya, Aichi)  2019.11 

  • Effects of group work environment on motivation and learning outcomes [Poster Presentation] International conference

    Mitsuko Tanaka

    The TESOL 2019 International Convention & English Language Expo (The Georgia World Congress Center, Atlanta, GA, USA)  2019.03 

  • Optimizing rating scales using the Rasch model

    Mitsuko Tanaka

    The 44th annual international conference of the Japan Association for Language Teaching (JALT), (Shizuoka Convention & Arts Center [Granship], Shizuoka  2018.11 

  • Individual perceptions of group work environment and L2 learning motivation International conference

    Mitsuko Tanaka

    The 3rd international Psychology of Language Learning conference (PLL3), (Waseda University, Tokyo, Japan)   2018.06 

  • Measuring group work dynamics

    Mitsuko Tanaka

    The 43rd annual international conference of the Japan Association for Language Teaching (JALT), (Tsukuba International Congress Center, Tsukuba, Ibaraki)  2017.11 

  • Examining mediating factors between self-construals and vocabulary learning motivation International conference

    Mitsuko Tanaka

    The 27th annual conference of the European Second Language Association (EuroSLA), (University of Reading, Reading, England, UK)   2017.08 

  • Examining peer assessment of EFL oral presentations International conference

    Mitsuko Tanaka

    The American Association for Applied Linguistics (AAAL), (Marriott Portland Downtown Waterfront, Portland, OR, USA)  2017.03 

  • The impact of rater personality on peer assessment in an EFL oral presentation classroom International conference

    Mitsuko Tanaka

    The 26th annual conference of the European Second Language Association (EuroSLA), (University of Jyväskylä, Jyväskylä, Finland)  2016.08 

  • Exploring potential effects of self-construals on affective variables in EFL vocabulary learning [Poster Presentation] International conference

    Mitsuko Tanaka

    The 2nd international conference of Individuals in Contexts: Psychology of Language Learning 2 (PLL2), (University of Jyväskylä, Jyväskylä, Finland)   2016.08 

  • Antecedents of vocabulary learning motivation

    Mitsuko Tanaka

    The 41st annual international conference of the Japan Association for Language Teaching (JALT), (Shizuoka Convention & Arts Center [Granship], Shizuoka)   2015.11 

  • Developing and evaluating a questionnaire instrument for vocabulary learning motivation using Rasch measurement International conference

    Mitsuko Tanaka

    The 2015 conference of the Pacific Rim Objective Measurement Symposium (PROMS), (Kyushu Sangyo University, Fukuoka)  2015.08 

  • Factors affecting kanji learning motivation International conference

    Mitsuko Tanaka

    The annual conference of the American Association for Applied Linguistics (AAAL), (Fairmont Royal York, Tronto, ON, Canada)   2015.03 

  • The roles of perceived competence and autonomy in vocabulary learning [Poster Presentation]

    Mitsuko Tanaka

    The 40th annual international conference of the Japan Association for Language Teaching (JALT), Vocabulary SIG forum poster session, (Tsukuba International Congress Center, Tsukuba, Ibaraki)   2014.11 

  • Factors affecting ER motivation

    Mitsuko Tanaka

    The 40th annual international conference of the Japan Association for Language Teaching (JALT), (Tsukuba International Congress Center, Tsukuba, Ibaraki)  2014.11 

  • The effects of perceived competence, intrinsic motivation, and proficiency growth on kanji learning International conference

    Mitsuko Tanaka

    The 47th annual meeting of the British Association for Applied Linguistics (BAAL), (University of Warwick, Coventry, England, UK)   2014.09 

  • Vocabulary learning motivation and views of self

    Mitsuko Tanaka

    The 39th annual international conference of the Japan Association for Language Teaching (JALT), (Kobe Convention Center, Kobe, Hyogo)   2013.10 

  • The effects of affective variables on growth in kanji proficiency International conference

    Mitsuko Tanaka

    The 46th annual meeting of the British Association for Applied Linguistics (BAAL), (Heriot-Watt University, Edinburgh, Scotland, UK)   2013.09 

▼display all

Grant-in-Aid for Scientific Research

  • Efficacy in Group Work and Its Effects

    Grant-in-Aid for Scientific Research(C)  2028

  • Efficacy in Group Work and Its Effects

    Grant-in-Aid for Scientific Research(C)  2027

  • Efficacy in Group Work and Its Effects

    Grant-in-Aid for Scientific Research(C)  2026

  • Efficacy in Group Work and Its Effects

    Grant-in-Aid for Scientific Research(C)  2025

  • 英語プレゼンテーションの評価尺度とピア評価

    Grant-in-Aid for Early-Career Scientists  2024

  • 英語プレゼンテーションの評価尺度とピア評価

    Grant-in-Aid for Early-Career Scientists  2023

  • 英語学習における「やる気の伝染」メカニズムの解明

    Grant-in-Aid for Scientific Research(B)  2023

  • 英語学習における「やる気の伝染」メカニズムの解明

    Grant-in-Aid for Scientific Research(B)  2022

  • 英語プレゼンテーションの評価尺度とピア評価

    Grant-in-Aid for Early-Career Scientists  2022

  • 英語プレゼンテーションの評価尺度とピア評価

    Grant-in-Aid for Early-Career Scientists  2021

  • 英語プレゼンテーションの評価尺度とピア評価

    Grant-in-Aid for Early-Career Scientists  2020

  • グループ環境がEFL学習者の動機づけに及ぼす影響

    Grant-in-Aid for Scientific Research(C)  2020

  • グループ環境がEFL学習者の動機づけに及ぼす影響

    Grant-in-Aid for Scientific Research(C)  2019

  • グループ環境がEFL学習者の動機づけに及ぼす影響

    Grant-in-Aid for Scientific Research(C)  2018

  • グループ環境がEFL学習者の動機づけに及ぼす影響

    Grant-in-Aid for Scientific Research(C)  2017

▼display all

Charge of on-campus class subject

  • 応用言語学特論A

    2025   Weekly class   Graduate school

  • 応用言語学特殊講義

    2025   Intensive lecture   Graduate school

  • 言語文化学特別研究1

    2025   Intensive lecture   Graduate school

  • 現代システム科学特別演習1

    2025   Intensive lecture   Graduate school

  • University English 1A

    2025   Weekly class   Undergraduate

  • University English 1A

    2025   Weekly class   Undergraduate

  • University English 1A

    2025   Weekly class   Undergraduate

  • 応用言語学特殊講義

    2024   Intensive lecture   Graduate school

  • 応用言語学特論C

    2024   Weekly class   Graduate school

  • 言語文化学特別研究1

    2024   Intensive lecture   Graduate school

  • 現代システム科学特別演習1

    2024   Intensive lecture   Graduate school

  • University English 3A

    2024   Weekly class   Graduate school

  • University English 1A

    2024   Weekly class   Graduate school

  • University English 1A

    2024   Weekly class   Graduate school

  • グローバル言語学特論D

    2024   Weekly class   Graduate school

  • 言語文化学特別研究2

    2024   Intensive lecture   Graduate school

  • 現代システム科学特別演習2

    2024   Intensive lecture   Graduate school

  • University English 3A

    2024   Weekly class   Graduate school

  • University English 2A

    2024   Weekly class   Graduate school

  • University English 2A

    2024   Weekly class   Graduate school

▼display all

Media Coverage

  • Does teamwork fulfill the goal of project-based learning? Internet

    EurekAlert！  2025.04

  • Does teamwork fulfill the goal of project-based learning? Internet

    Asia Research News  2025.04

  • Does teamwork fulfill the goal of project-based learning? Internet

    Alpha Galileo  2025.04

  • Does teamwork fulfill the goal of project-based learning? Internet

    2025.03

Foreigner acceptance

  • 2025

    International Students :5

  • 2024

    International Students :1

  • 2023

    International Students :1