1) 「 E-learning TOEIC preparation program evaluation: Effects and suggestions 」
江口 均（北星学園大学）
(要旨)
This study aims to examine the effects of an e-learning program for TOEIC preparation published by Asahi Press. Fifty students prepared for the TOEIC using the program and completed a post-program questionnaire.
The results offer both quantitative data regarding score improvement, and qualitative data concerning students' study behaviors, as well as suggestions for program improvement.
2) 「 The influence of international attitudes, social importance of learning English, and perceived English competence on the possible L2 selves and learning experience 」
菅原 健太（札幌大学非常勤講師・北海道大学大学院）
要旨)
Interest in exploring learner motivation using the possible selves approach in tertiary English education has been grown over recent years, since Dornyei (2005) proposed new theoretical framework, “the L2 motivational self system”. This seems to be attributed to the fact that in this globalized era, it has been more important to encourage students to envision English-related possible selves and define individuals' ideal self that may contribute to enhance self-regulation abilities for the acquisitions of professional knowledge and skills. In the theoretical consideration, the author has paid attention to the following belief and attitudinal concepts: social importance of learning English, perceived English competence (concerning the L2 self-confidence), and international posture (Yashima, 2002); these are assumed to have influence on the vividness and clearness of the possible English selves. Concerning the topic of the self-related motivation, general discussion will be presented based on the findings from the following his studies using statistical techniques: 1) the relationships of the aforementioned variables with the components of
the L2 motivational self system; 2) the motivational differences among the student groups according to fields of study.