Factors affecting successful inferencing of unfamiliar idiomatic expressions in a listening task: A case of Japanese university EFL learners　　　　　　　　　　　　　　　
Junko Noguchi
English Scholarship Beyond Borders, Jun. 2024, [Reviewed]
This study investigated the factors contributing to successful inferencing of unfamiliar idioms while listening among 89 Japanese university students majoring in English. The results indicated that familiarity, listening comprehension, working memory, and similarity to the learners’ L1 were significant factors.

Global Communication Course Students’ Motivations to Learn and Study ─ A Focus on Grade Differences ─　　　　　　　　　　　　　　　
Mari Daito; Melian Huang; Megumi Niimura; Jason Goodier; Nikolas Maeda; Junko Noguchi
Mar. 2024, [Reviewed]
This paper examines the motivations, learning attitudes, and acquired knowledge of students enrolled in the Global Communication Course, with particular attention to differences across grade levels. The findings reveal that intrinsic motivations such as an interest in English learning and multicultural experiences were strong, whereas extrinsic and negative motivations were low. Furthermore, third-year students demonstrated lower willingness to learn and a less positive evaluation of their university learning compared to other cohorts. The paper discusses possible factors contributing to these tendencies, including social contexts, the impact of COVID-19, and the broader university environment.

Factors influencing Japanese university learners’ inferences of unfamiliar idiomatic expressions in listening　　　　　　　　　　　　　　　
Junko Baierschmid
ProQuest:  29396002, Dec. 2022, [Reviewed]
This study investigated which factors influence how English learners infer the meanings of unfamiliar idiomatic expressions in listening tasks and the extent of their impact, using both qualitative and quantitative methods. The results suggest that learners’ listening proficiency, vocabulary knowledge, working memory, and the presence of L1-similar metaphors or idiomatic expressions significantly affect the likelihood of successful inferencing.

Investigating the developmental dynamics between metacognitive strategy use and English listening comprehension levels　　　　　　　　　　　　　　　
Junko Noguchi; Jared Baierschmid
Mar. 2020
This study examined how learners’ awareness and use of metacognitive skills for autonomous English learning changed over the course of a 15-week semester and how these factors influenced each other. Analysis based on a parallel latent curve model suggested that increases in self-reported use of metacognitive strategies had a positive impact on English proficiency, as measured by listening performance.

Students’ perceptions of the impact of a self-directed learning skills training program on language learning　　　　　　　　　　　　　　　
Junko Noguchi; Jo Mynard; Neil Curry; Satoko Watkins
Studies in Linguistics and Language Teaching, Nov. 2018
Through interview methods, this study examined students’ perceptions of the impact of a self-directed learning training course on their autonomous learning skills. Analysis of four student interviews revealed that the course system is recognized as facilitating the development of both learning habits and metacognitive skills.

Evaluating a self-directed language learning course in a Japanese university　　　　　　　　　　　　　　　
Neil Curry; Jo Mynard; Junko Noguchi; Satoko Watkins
International Journal of Self-Directed Learning, Apr. 2017, [Reviewed]
This study investigated how students enrolled in a self-directed learning training course perceived the impact of the course through a questionnaire survey. It also examined actual changes in their self-directed learning skills by analyzing learning journals and end-of-term reports. The results revealed that students require further support in selecting materials appropriate to their needs and in developing methods for self-assessing their English knowledge and skills.

Analyzing genre-specific words of American TV dramas　　　　　　　　　　　　　　　
Jared Baierschmid; Junko Noguchi
Mar. 2017
This study investigates how frequently specialized terminology is repeated within the same subgenre of American TV dramas. In particular, it compares three subgenres—legal, family, and fantasy—and reports that legal dramas exhibit the highest frequency of repeated specialized terms. The findings suggest that concentrated learning of specialized vocabulary in this genre can promote greater efficiency in language learning.

Developing and piloting an app for managing self-directed language learning: An action research approach　　　　　　　　　　　　　　　
Elizabeth Lammons; Yuko Momata; Jo Mynard; Junko Noguchi; Satoko Watkins
Dec. 2015, [Reviewed]
This study explains the process leading to the completion of a self-directed learning module application developed at Kanda University of International Studies. It further provides an in-depth account of the action research conducted during this process, highlighting the problems faced and the strategies employed to address them.

Students’ perception of learning advisor comments: A case study into reflection cycles between learning advisors and students　　　　　　　　　　　　　　　
Junko Noguchi
Studies in Linguistics and Language Teaching, Nov. 2015
This study explores written interactions between students and learning advisors within a self-directed learning module, focusing on how students interpret advisors’ comments and the ways in which these comments shape their thought processes.

“I am a SALCer”: Influences of identity on fear of making mistakes in English　　　　　　　　　　　　　　　
Junko Noguchi
SiSAL Journal, Jun. 2015, [Reviewed]
This paper reports on the findings of an interview-based analysis examining the relationship between the identities of student staff members, known as “SALCers,” working at a Self-Access Learning Center (SALC) at a Japanese university, and their attitudes toward making mistakes in English.

Evaluating self-directed learning skills in SALC modules　　　　　　　　　　　　　　　
Junko Noguchi
SiSAL Journal, Jun. 2014, [Reviewed]
This study investigated the assessment criteria used by learning advisors in a self-directed learning training course, drawing on think-aloud protocols, interviews, and written comments to students. The findings are summarized, and the paper also reports on the final assessment criteria that were ultimately adopted.

Needs analysis: Investigating students’ self-directed learning needs using multiple data sources　　　　　　　　　　　　　　　
Keiko Takahashi; Jo Mynard; Junko Noguchi; Akiyuki Sakai; Katherine Thornton; Atsumi Yamaguchi
SiSAL Journal, Sep. 2013, [Reviewed]
As part of a fundamental reform project to redesign the curriculum of a self-directed learning training course, this paper presents an overview of a needs analysis involving learning advisors, administrators, teachers, and students regarding learner autonomy.

Creating a comprehensible item pool for a student survey: Challenges and suggestions　　　　　　　　　　　　　　　
Junko Noguchi; Keiko Takahashi; Katherine Thornton
rEFLections, Jul. 2013, [Reviewed]
This paper discusses a needs analysis on learner autonomy conducted as part of a fundamental reform project for redesigning the curriculum of a self-directed learning training course. Specifically, it explains the issues encountered during the process of constructing questionnaire items for the needs analysis survey and the solutions developed to address them.

Contrastive analysis between Japanese and English sound system: From an articulatory setting perspectives　　　　　　　　　　　　　　　
Junko Noguchi
Mar. 2013
This paper proposes raising Japanese learners’ awareness of vocal tract settings when teaching vowels and rhythm, the most notable differences between Japanese and English phonological systems. It explains which articulatory organs should be emphasized, with particular attention to differences in muscle use. By highlighting these contrasts, the study argues that awareness of articulatory settings can improve learners’ perception and production of English sounds, thus supporting more effective instruction of vowels and rhythm for Japanese learners.

Helping learners develop reflective skills through critical dialogue　　　　　　　　　　　　　　　
Junko Noguchi
Learning Learning, Oct. 2010, [Reviewed]
This paper examines how goal-oriented learning fosters the development of critical thinking and clarifies the mechanisms behind it.

Reflective self-study: Fostering learner autonomy　　　　　　　　　　　　　　　
Junko Noguchi; Tanya McCarthy
Oct. 2010, [Reviewed]
The purpose of this paper is to examine how written dialogues between students and advisors, conducted through reflection activities, foster learner autonomy, and to clarify the mechanisms underlying this process.

Factors influencing Japanese university learners’ inferences of unfamiliar idiomatic expressions in listening　　　　　　　　　　　　　　　
Junko Noguchi
15 Jul. 2023

Enhancing metacognitive skills for self-directed learning process management through explicit instruction　　　　　　　　　　　　　　　
Junko Noguchi
JALT, 18 Nov. 2017

Self-directed learning and the language curriculum　　　　　　　　　　　　　　　
Jo Mynard; Junko Noguchi; Satoko Watkins
23 Nov. 2013

Assessing reflective learning journals designed to enhance self-directed learning　　　　　　　　　　　　　　　
Junko Noguchi
27 Oct. 2013

Evaluating self-directed learning courses　　　　　　　　　　　　　　　
Keiko Takahashi; Junko Noguchi; Katherine Thornton
JALT, 14 Oct. 2012

Creative tools which facilitate the language advising process　　　　　　　　　　　　　　　
Keiko Takahashi; Jo Mynard; Junko Noguchi; Akiyuki Sakai; Katherine Thornton; Atsumi Yamaguchi
JALT, 20 Nov. 2010

Reflective self-study: Fostering learner autonomy　　　　　　　　　　　　　　　
Junko Noguchi; Tanya McCarthy
JALT, 22 Nov. 2009

Apr. 2024 - Present
Japan Association for English Corpus Studies　　　　　　　　　　　　　　　

Apr. 2024 - Present
the Japanese Cognitive Linguistics Association　　　　　　　　　　　　　　　

Apr. 2010 - Present
The Japan Association for Self-Access Learning　　　　　　　　　　　　　　　

2009 - Present
The Japan Association for Language Teaching