Yoshitaka Yamazaki

TL;DR: In this paper, the authors investigated the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language and conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students.

TL;DR: This article examined the effect of anxiety reduction sessions conducted in English as a foreign language (EFL) classrooms and found that EFL anxiety reduction session were developed based on two assumpti...

TL;DR: The authors conducted a systematic review on educational interventions for foreign language anxiety reduction using English keywords and identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included All included studies were published from 2007 to 2020 The studies differed in type of intervention, duration of intervention and scale to measure FLA.

Abstract: This study explored how managers' fairness perceptions of performance evaluation systems differ across countries and relate to their job satisfaction. Lack-of-group bias and transparency were the constructs used to assess fairness perceptions. The data sample consisted of 903 Asian managers from the subsidiaries of a leading multinational corporation ( MNC) strategically expanding its retail markets in Japan, China, Hong Kong, Malaysia, and Thailand. Results showed that the fairness perceptions of lack-of-group bias and transparency concerning the common performance evaluation system varied within these Asian countries. Furthermore, those fairness perceptions were significantly related to job satisfaction among Asian managers overall, as well as in each of the five geographical subgroups with the exception of Hong Kong, where the perception of a lack-of-group bias was only marginally related to job satisfaction. These findings offer theoretical implications regarding organizational justice, cross-national management, and performance evaluation, as well as practical implications for leveraging organizational justice perceptions of performance evaluation systems for the effectiveness of MNCs. © 2015 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

TL;DR: This article explored whether a match between learning style and teaching style in English as a foreign language (EFL) class affects two student variables: proficiency and motivation, and found that the match affects both variables.