Organization
Institute for Promotion of Education and Campus Life Professor
Position
Professor
External link
OTOSHI Junko
Degree
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Ph.D. ( 2002.6 Ohio State University (USA) )
Research Interests
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英語教育学
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Testing
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EFL composition studies
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Foreign and Second Language Education
Research Areas
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Humanities & Social Sciences / Foreign language education
Education
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Ohio State University Foreign and Second Language Education
1998.9 - 2002.6
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Ohio Sate University Foreign and Second Language Education
1996.9 - 1998.3
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Notre Dame Seishin University 国語国文学科
1984.4 - 1988.3
Research History
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Georgia State University Applied Linguistics and English as a Second Language Applied Linguistics and English as a Second Language short term scholar
2023.8 - 2023.12
Country：United States
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Okayama University 教育推進機構
2022.4
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Institute for Education and Student Services Professor
2019.1 - 2022.3
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岡山大学言語教育センター 准教授
2010.4 - 2018.12
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Associate Professor, Foreign Language Education Center, Okayama University
2010
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Senior Assistant Professor
2006 - 2010
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Gunma Prefectural Women's University
2006 - 2010
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Ritsumeikan University
2004 - 2006
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Senior Assistant Professor
2004 - 2006
Professional Memberships
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JLTA
2008
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JACET 社会法人大学英語教育学会
2004
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JALT
2004
Committee Memberships
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一般社団法人大学英語教育学会 大学英語教育学会賞・学術出版物選考委員会選考委員（Writing)
2019
Committee type：Academic society
Papers
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必修英語科目コース別の英語力と自己評価の変化 —GTECスコアと岡大CAN-DO リストを用いて— Reviewed
大年順子, 荻野勝, 寺西雅子
岡山大学教育推進機構教育研究紀要第1巻 1 106 - 120 2024.3
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On Students' Experiences of English Class Activities in High Schools: A Survey of First-year University Students at a Regional National University in Japan Reviewed
Moritani Hiroshi, Ogino Masaru, Otoshi Junko, Teranishi Masako
JAILA Journal 10 150 - 162 2024
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Examining the Use of “according to ...” in Discussion Essays by University Students in Japan: Is It a Sign of Academic Writing or a Lexical Teddy Bear? Reviewed
Junko Otoshi
The Bulletin of the Writing Research Group, JACET Kansai Chapter ( 15 ) 2023.3
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7 ( 7 ) 25 - 40 2023.3
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An Online Practice for L2 Source-Based Writing Invited
OTOSHI Junko
JACET Kansai Journal 24 1 - 14 2022.3
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An Analysis of Peer Assessment for Final Oral Presentations
Junko Otoshi
Journal of Humanities and Social Sciences 53 19 - 35 2022.3
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Analyzing Argumentative Essays Rated by Human Raters and Automated Essay Scoring: Focusing on the Four Elements of Introductory Paragraphs Reviewed
OTOSHI, Junko
The Bulletin of the Writing Research Group, JACET Kansai Chapter ( 14 ) 17 - 30 2021.3
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Developing Okayama University Can-Do List Using GTEC Scores
OTOSHI, Junko, KENMOTSU, Yoshi, TERANISHI, Masako
Bulletin of Higher Education Okayama University ( 5 ) 44 - 59 2020.12
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Scaffolded Peer Feedback in EFL Writing Tutorials
OTOSHI, Junko
Journal of Humanities and Social Sciences ( 48 ) 31 - 50 2019.12
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英語ライティング授業における教員のフィードバック活動 : 日本人教員へのインタビュー調査
藤岡真由美, 大年順子
大阪府立大学紀要（人文・社会科学） ( 68 ) 67 - 78 2019.3
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English Writing Episodes in the Japanese Workplace: A Survey Study Reviewed
Kuru Yukiko, Yamanishi Hiroyuki, Kinshi Kayoko, Otoshi Junko, Masaki Michiko
The Bulletin of the Writing Research Group, JACET Kansai Chapter ( 13 ) 25 - 30 2019.3
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An Analysis of English Writing Tutors' Assessment of Japanese Argumentative Essays Reviewed
OTOSHI, Junko
The Bulletin of the Writing Research Group, JACET Kansai Chapter ( 13 ) 1 - 12 2018.3
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ルーブリック2009の妥当性についての検証：構成を中心に Reviewed
大年順子, 金志佳代子, 久留友紀子, 正木美知子, 山西博之
JACET関西支部ライティング指導研究会紀要 ( 12 ) 13 - 24 2017.4
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Analyzing the validity of rubric 2009: Focusing on organization Reviewed
Otoshi Junko, Kinshi Kayoko, Kuru Yukiko, Masaki Michiko, Yamanishi Hiroyuki
The Bulletin of the Writing Research Group, JACET Kansai Chapter ( 12 ) 13 - 24 2017.4
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Training Student Writing Tutors from Sociocultural Perspectives Reviewed
Junko Otoshi
JACET 関西支部ライティング指導研究会紀要 ( 11 ) 31 - 36 2015.3
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Comparing the pedagogical benefits of both Criterion and teacher feedback on Japanese EFL students’ writing Reviewed
Neil Heffernan, Junko Otoshi
JALT CALL Journal 11 ( 1 ) 63 - 76 2015
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Written feedback in Japanese EFL classrooms: A focus on content and organization Reviewed
Neil Heffernan, Junko Otoshi, Yoshitaka Kaneko
The Journal of Language Teaching and Learning 4 ( 1 ) 55 - 68 2014
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An analysis of a hypothesized model of EFL students' motivation based on self-determination theory Reviewed
Junko Otoshi, Neil Heffernan
Asian EFL Journal 13 ( 3 ) 66 - 86 2011.9
Books
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A Comprehensive Guide to Teaching English Writing Skills to Students
（ Role： Joint editor）
2019.10
MISC
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Toward Improving the Design of English Courses at University: A Report on a Survey of Learning Motives
( 7 ) 67 - 86 2023.3
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ライティング指導研究会活動報告 Invited
大年順子
JACET KANSAI Journal ( 25 ) 2023.3
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An Analysis on the Correlation between TOEIC L&R Online Test and GTEC Test
Masako Teranishi Junko Otoshi, Yoshi Kenmotsu, Masaru Ogino
( 6 ) 8 - 19 2021.12
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Ogino Masaru, Fujishima Naomi, Otoshi Junko
54 33 - 33 2015
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Otoshi Junko, Ogino Masaru, Fujishima Naomi
53 41 - 41 2014
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Alternative Classroom models: On-line instruction & Autonomy Reviewed
Garold Murray, Masaru Ogino, Naomi Fujishima, Junko Otoshi
The Proceedings of the Independent Learning Association 2012. New Zealand Conference. 95 - 97 2013
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Teaching a writing web class based on reflective questionnaires
( 9 ) 101 - 109 2013
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Introducing E-learning to Lower Level Learners of English : A Preliminary Study
Fujishima Naomi, Ogino Masaru, Otoshi Junko
( 8 ) 191 - 197 2012.12
Presentations
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An Analysis of Automated Assessment Scoring in the EFL Classroom: A Preliminary Study from an Ecological Perspective
Junko Otoshi, Naomi Fujishima
Fifth International Symposium on Academic Writing and Critical Thinking Nagoya University 2024.2.16
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An Online Practice forL2 Source-based Writing
Junko Otoshi
Hi JALT 2021 Conference 2021.12.18
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⾼年次学⽣を対象とした専⾨学術⽬的の英語 (ESP) ライティング指導-授業実践とアンケート調査から
大年順子
高・大・院の接続を見据えた第二言語ライティング教育 JACET関西支部ライティング指導研究会 X 学術英語学会 共催セミナー 2023.3.18
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Examining the Overuse of “according to…” in Discussion Essays by University Students in Japan: Is it a Sign of Academic Writing or a Lexical Teddy Bear?
Junko Otoshi
The Writing Centers Association of Japan (WCAJ) 2023.2.18
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Writing Instruction in Distance Learning 遠隔授業でのライティング指導
大年 順子, 山下美朋
JAAL in JACET2022 SIG 発表 2022.12.3
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L2 source-based writing: Using Verbal Reasoning Questions of GRE
Junko Otoshi
2021.7.31
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最終プレゼンテーションにおけるピア評価の検証
大年順子
外国語教育メディア学会（LET） 2020.12.19
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Developing Okayama University Can-Do List Using GTEC Scores
JAAL in JACET 2020.12.5
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Analyzing the four elements of introductory paragraph written by first-year Japanese university students-action research
2020.5.30
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Teacher Response Practice on English Academic Writing
The Writing Centers Association of Japan (WCAJ) 2019.2.24
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English Writing Tutors` Assessment on Japanese Expository Essays: Using a FACETS Analysis
Second Language Writing Symposium 2018
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An Analysis of English Writing Tutors’ Assessment of Japanese Expository Essays
The 17th Symposium on Second Language Writing 2018
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英語ライティングチューターによる日本語意見文の採点に関する考察ーFACET Analysisを中心にー
第二言語ライティング研究会 2018
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Developing L2 (English) writing tasks: Building a bridge to business writing
Symposium on Second Language Writing 2017
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Scaffolded Peer Feedback in EFL Writing Tutorials
Symposium on Second Language Writing 2017
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Training Peer Writing Tutors
European Writng Confernce Assosiation Conference 2016 2016
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Training Peer Writing Tutors: Practice and Perspectives
The 14th Symposium on Second Language Writing 2015
Research Projects
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Life Stories of Learning in Specialized Fields: A Study on Motivations for Foreign Language Learning Through Narrative Analysis
Grant number：24K04106 2024.04 - 2027.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
寺西 雅子, 吉田 安曇, 森谷 浩士, 荻野 勝, 大年 順子, 寺西 雅之
Grant amount：\4550000 （ Direct expense: \3500000 、 Indirect expense：\1050000 ）
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留学生を活用した理工学系高年次生への英語アカデミックライティング指導研究
Grant number：23K00772 2023.04 - 2027.03
日本学術振興会 科学研究費助成事業 基盤研究(C) 基盤研究(C)
大年 順子, 宇塚万里子,フジシマ ナオミ
Grant amount：\2470000 （ Direct expense: \1900000 、 Indirect expense：\570000 ）
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A Study on Teaching Academic Writing: Citation Practices
Grant number：19K00880 2019.04 - 2023.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Otoshi Junko
Grant amount：\2470000 （ Direct expense: \1900000 、 Indirect expense：\570000 ）
To effectively cite external sources, L2 learners must follow the three steps outlined by Zhang (2013): locate the source, connect it to their own ideas, and integrate the citation using their own words. Developing this complex and cognitively demanding skill of citing references requires explicit and step-by-step instruction by the teacher. We implemented this teaching method in class and encouraged active student participation.
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全学共通教育英語ライティング授業における教師のフィードバック活動に関する実態調査
2018.06 - 2019.03
大阪府立大学高等教育推進機構 全学共通教育英語ライティング授業における教師のフィードバック活動に関する実態調査
藤岡真由美
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Developing L2 (English) writing tasks that allow learners to practice writing with social context
Grant number：15K02705 2015.04 - 2019.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
Kuru Yukiko, MASAKI Michiko
Grant amount：\3380000 （ Direct expense: \2600000 、 Indirect expense：\780000 ）
Writing practice done in language classes may lack social context, resulting in little attention to the purpose or audience of writing. Our project aims to develop writing tasks that allow second language (English) learners to practice writing to achieve an objective with good awareness of audience. We have developed a pilot task where learners are asked why to write, how to write, and what to write in a consistent manner so that they may raise their awareness of the social factors involved in writing.
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A Study on EFL Writing Feedback using TA for Promoting Independent Learning
Grant number：26370625 2014.04 - 2018.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
Otoshi Junko
Grant amount：\3900000 （ Direct expense: \3000000 、 Indirect expense：\900000 ）
We have conducted a study for developing a Japanese English Writing Tutor training program for 4 years. Our study revealed that tutor's utterances have two features: personal affiliation and completing or amplifying the points. In tutorial training, it is suggested that those utterances by tutors should be considered for establishing a scaffolding approach.
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Grant number：24520667 2012.04 - 2015.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
KURU Yukiko, MASAKI Michiko, OTOSHI Junko, KINSHI Kayoko, YAMANISHI Hiroyuki
Grant amount：\3770000 （ Direct expense: \2900000 、 Indirect expense：\870000 ）
When a particular rubric is shared by different users, understanding and interpretation of the rubric may vary depending on the users, which could lead to reliability or validity problems. One of the solutions is to supplement a rubric with well-articulated interpretations and relevant writing samples. We have conducted the studies to determine such interpretations and writing samples supplementing an original L2 (English) essay/paragraph writing rubric, which the research group have developed for classroom use in Japanese higher education. On the basis of the results, we have prepared the interpretations and writing samples. We have also implemented a teaching plan where students use the rubric for peer assessment as well as self-assessment. The questionnaire to the students showed that the rubric helped them identify aspects needing improvement.
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A Study of Written Feedback to Students' Writing in the EFL Classroom
Grant number：23520673 2011 - 2013
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
OTOSHI Junko, KANEKO Yoshitaka, HEFFERNAN Neil
Grant amount：\2470000 （ Direct expense: \1900000 、 Indirect expense：\570000 ）
The study focused on written feedback to students' English texts in an EFL context. We found that both feedback on content and grammar are equally important to EFL students. Our research also revealed that students particularly expected feedback on vocabulary use. EFL teachers' feedback comments were analyzed quantitatively and the results were presented at an international conference, and the results were also published in a refereed journal. Further, a comparison between automated writing evaluation and human evaluation was conducted, with some teaching implications suggested when using an online writing practice tool outside of the classroom. The outcome of the study was presented at another international conference and the paper of the study is currently being reviewed.
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The examination and classroom use o f an EFL writing rubric
Grant number：21520614 2009 - 2011
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
MASAKI Michiko, KURU Yukiko, KINSHI Kayoko, OTOSHI Junko, YAMANISHI Hiroyuki
Grant amount：\2470000 （ Direct expense: \1900000 、 Indirect expense：\570000 ）
We examined an EFL writing rubric, which we developed for Japanese college English education, in terms of reliability and validity. As a result, we confirmed its reliability to some extent, but the validity was weak in a few dimensions. Therefore, we revised the rubric to improve the validity. We also changed the rubric so that it has several defining descriptions under each dimension and no preset scales. It enabled raters to set a score range freely according to the level of subjects. In addition to the use of the rubric for evaluation, we used it as a revision tool in classroom. The students who used it as a revision tool thought it effective in two dimensions :"idea and development"and"organization,"and actually their post-essays improved in the general assessment and assessment in each dimension.
Other research activities
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nature masterclasses
2024.08 -
アクセシビリティリーダー2級認定
2024.03
Class subject in charge
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Pre-Advanced English （2024academic year） 1st and 2nd semester - 月9
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Advanced English（TOEFL） （2024academic year） Second semester - 月7～8
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Advanced English（TOEFL） （2024academic year） Fourth semester - 月7～8
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Advanced English（TOEIC） （2024academic year） Third semester - 木7～8
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Advanced English (Writing for Intercultural Communication) （2024academic year） Third semester - 金5～6
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Advanced English (Writing for Intercultural Communication) （2024academic year） Fourth semester - 金5～6
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English (Writing)-1 （2024academic year） 1st semester - 木6
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English (Writing)-1 （2024academic year） Third semester - 木6
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English (Writing)-2 （2024academic year） Second semester - 木6
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English (Writing)-2 （2024academic year） Fourth semester - 木6
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English (Listening)-1 （2024academic year） 1st semester - 木5
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English (Listening)-1 （2024academic year） Third semester - 木5
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English (Listening)-2 （2024academic year） Second semester - 木5
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English (Listening)-2 （2024academic year） Fourth semester - 木5
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English (Integrated English)-1 （2024academic year） 1st semester - 火5～6
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English (Integrated English)-2 （2024academic year） Second semester - 火5～6
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English (R&W)-1 （2024academic year） 1st semester - 火1～2
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English (R&W)-1 （2024academic year） Third semester - 火1～2
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English (R&W)-1 （2024academic year） 1st semester - 金3～4
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English (R&W)-2 （2024academic year） Second semester - 火1～2
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English (R&W)-2 （2024academic year） Fourth semester - 火1～2
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English (R&W)-2 （2024academic year） Second semester - 金3～4
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English (S&L)-1 （2024academic year） 1st semester - 金5～6
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English (S&L)-2 （2024academic year） Second semester - 金5～6
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Action Research in English Classrooms （2024academic year） Prophase - 月2
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Pre-Advanced English （2023academic year） 1st and 2nd semester - 月9
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Advanced English（TOEFL） （2023academic year） Second semester - 月7～8
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English (Writing)-1 （2023academic year） 1st semester - 木6
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English (Writing)-2 （2023academic year） Second semester - 木6
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English (Listening)-1 （2023academic year） 1st semester - 木5
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English (Listening)-2 （2023academic year） Second semester - 木5
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English (Integrated English)-1 （2023academic year） 1st semester - 火5～6
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English (Integrated English)-2 （2023academic year） Second semester - 火5～6
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English (R&W)-1 （2023academic year） 1st semester - 火1～2
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English (R&W)-1 （2023academic year） 1st semester - 金3～4
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English (R&W)-2 （2023academic year） Second semester - 火1～2
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English (R&W)-2 （2023academic year） Second semester - 金3～4
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English (S&L)-1 （2023academic year） 1st semester - 金5～6
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English (S&L)-2 （2023academic year） Second semester - 金5～6
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Issue and ideas in EFL Composition Studies （2023academic year） Prophase - 月3
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Pre-Advanced English （2022academic year） 1st and 2nd semester - 月9
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Advanced English（TOEFL） （2022academic year） Second semester - 月7～8
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Advanced English（TOEFL） （2022academic year） Fourth semester - 月7～8
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Advanced English 1（TOEIC） （2022academic year） Third semester - 金1～2
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Advanced English 2（TOEIC） （2022academic year） Fourth semester - 金1～2
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日英実践技術表現法 （2022academic year） 前期 - 金3,金4
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English Communication 3-2 （2022academic year） Second semester - 木4,木6
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English (Writing)-1 （2022academic year） 1st semester - 木6
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English (Writing)-1 （2022academic year） Third semester - 木6
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English (Writing)-1 （2022academic year） Third semester - 木5
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English (Writing)-1 （2022academic year） Third semester - 木4
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English (Writing)-2 （2022academic year） Second semester - 木6
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English (Writing)-2 （2022academic year） Fourth semester - 木6
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English (Writing)-2 （2022academic year） Fourth semester - 木5
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English (Writing)-2 （2022academic year） Fourth semester - 木4
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English (Listening)-1 （2022academic year） 1st semester - 木5
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English (Listening)-2 （2022academic year） Second semester - 木5
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English (Integrated English)-1 （2022academic year） 1st semester - 火5～6
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English (Integrated English)-2 （2022academic year） Second semester - 火5～6
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English (R&W)-1 （2022academic year） 1st semester - 火1～2
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English (R&W)-1 （2022academic year） Third semester - 火1～2
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English (R&W)-2 （2022academic year） Second semester - 火1～2
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English (R&W)-2 （2022academic year） Fourth semester - 火1～2
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English (S&L)-1 （2022academic year） 1st semester - 金5～6
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English (S&L)-1 （2022academic year） Third semester - 金5～6
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English (S&L)-2 （2022academic year） Second semester - 金5～6
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English (S&L)-2 （2022academic year） Fourth semester - 金5～6
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Action Research in English Classrooms （2022academic year） Late - 月3
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Technical Presentation (Applied Chemistry) （2022academic year） Prophase - 金3,金4
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Pre-Advanced English （2021academic year） 1st and 2nd semester - 月9
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Advanced English （2021academic year） Second semester - 月7～8
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Advanced English （2021academic year） 1st and 2nd semester - 月9
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Advanced English （2021academic year） Fourth semester - 月7～8
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English (Writing)-1 （2021academic year） 1st semester - 木6
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English (Writing)-1 （2021academic year） Third semester - 木6
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English (Writing)-1 （2021academic year） Third semester - 木5
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English (Writing)-2 （2021academic year） Second semester - 木6
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English (Writing)-2 （2021academic year） Fourth semester - 木6
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English (Writing)-2 （2021academic year） Fourth semester - 木5
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English (Listening)-1 （2021academic year） 1st semester - 木4
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English (Listening)-1 （2021academic year） 1st semester - 木5
-
English (Listening)-2 （2021academic year） Second semester - 木4
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English (Listening)-2 （2021academic year） Second semester - 木5
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English (R&W)-1 （2021academic year） 1st semester - 火1～2
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English (R&W)-1 （2021academic year） Third semester - 火5～6
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English (R&W)-1 （2021academic year） 1st semester - 火5～6
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English (R&W)-2 （2021academic year） Second semester - 火1～2
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English (R&W)-2 （2021academic year） Fourth semester - 火5～6
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English (R&W)-2 （2021academic year） Second semester - 火5～6
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English (S&L)-1 （2021academic year） 1st semester - 金5～6
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English (S&L)-1 （2021academic year） Third semester - 金5～6
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English (S&L)-1 （2021academic year） Third semester - 火1～2
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English (S&L)-2 （2021academic year） Second semester - 金5～6
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English (S&L)-2 （2021academic year） Fourth semester - 金5～6
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English (S&L)-2 （2021academic year） Fourth semester - 火1～2
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Issue and ideas in EFL Composition Studies （2021academic year） Prophase - 月3
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Advanced English （2020academic year） 1st semester - 月7
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Advanced English （2020academic year） Fourth semester - 木7
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Advanced English （2020academic year） Fourth semester - 月7
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Advanced English （2020academic year） Third semester - 木7
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Advanced English （2020academic year） Third semester - 月7
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Advanced English （2020academic year） Second semester - 月7
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Integrated English 5 (Presentation) 1 （2020academic year） 1st semester - その他
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Integrated English 5 (Presentation) 1 （2020academic year） Third semester - 金7,金8
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Integrated English 5 (Presentation) 2 （2020academic year） Fourth semester - 金7,金8
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Integrated English 5 (Listening) 1 （2020academic year） 1st semester - その他
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Integrated English 5 (Listening) 1 （2020academic year） Third semester - 金7,金8
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Integrated English 5 (Listening) 2 （2020academic year） Fourth semester - 金7,金8
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English Communication 5-1 （2020academic year） 1st semester - その他
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English Communication 5-1 （2020academic year） Third semester - 金7,金8
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English Communication 5-2 （2020academic year） Fourth semester - 金7,金8
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English (Oral Communication)-1 （2020academic year） 1st semester - その他
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English (Oral Communication)-1 （2020academic year） Third semester - 金7,金8
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English (Oral Communication)-2 （2020academic year） Fourth semester - 金7,金8
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English (Writing)-1 （2020academic year） 1st semester - 木3
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English (Writing)-2 （2020academic year） Second semester - 木3
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English (Listening)-1 （2020academic year） 1st semester - 木4
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English (Listening)-1 （2020academic year） Third semester - 木5
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English (Listening)-1 （2020academic year） Third semester - 木4
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English (Listening)-1 （2020academic year） 1st semester - 木5
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English (Listening)-2 （2020academic year） Second semester - 木4
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English (Listening)-2 （2020academic year） Fourth semester - 木5
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English (Listening)-2 （2020academic year） Fourth semester - 木4
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English (Listening)-2 （2020academic year） Second semester - 木5
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English (Proficiency Test)-1 （2020academic year） 1st semester - その他
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English (Proficiency Test)-1 （2020academic year） Third semester - 金7,金8
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English (Proficiency Test)-2 （2020academic year） Fourth semester - 金7,金8
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English (R&W)-1 （2020academic year） 1st semester - 火5,火6
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English (R&W)-1 （2020academic year） Third semester - 火5,火6
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English (R&W)-2 （2020academic year） Second semester - 火5,火6
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English (R&W)-2 （2020academic year） Fourth semester - 火5,火6
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English (S&L)-1 （2020academic year） 1st semester - 火1,火2
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English (S&L)-1 （2020academic year） Third semester - 金5,金6
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English (S&L)-1 （2020academic year） Third semester - 火1,火2
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English (S&L)-1 （2020academic year） 1st semester - 金5,金6
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English (S&L)-2 （2020academic year） Second semester - 火1,火2
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English (S&L)-2 （2020academic year） Fourth semester - 金5,金6
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English (S&L)-2 （2020academic year） Fourth semester - 火1,火2
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English (S&L)-2 （2020academic year） Second semester - 金5,金6
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Action Research in English Classrooms （2020academic year） Prophase - 月3