Social Authentication and teacher-student motivational synergy in Japanese English as a Foreign Language Teaching

如前所述，由于新冠肺炎，我重新设计了我的研究，更专注于我自己的教学。我一直在收集课堂上的详细记录，并收集了与我的研究目的相关的几份问卷和数据点。我已经向QIRC网络（研究课堂中的定性调查）的一组同事介绍了这些初步研究结果。此外，我已经开始撰写两篇论文，将于今年晚些时候发表在《语言学习心理学》杂志上，另外，我与一位德国同事合著的章节也已发表（见下文）。我还与日本和英国的同事一起发表了一篇关于从业者研究的论文，其中我讨论了我对动机协同作用的研究。

As stated before, due to COVID I redesigned my study to focus more on my own teaching. I have been collecting detailed records from my classes and collected several questionnaires and data points related to the aims of my study. I have presented preliminary findings of these to a group of colleagues in the QIRC network (Qualitative Inquiry in Researching Classrooms). In addition, I have begun writing up two papers to be published later this year in the journal of psychology in language learning.In addition, my co-authored chapter with a colleague in Germany was published (see below). I also published a paper with colleagues in Japan and the UK on practitioner research, in which I discussed my research on motivational synergy.