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Background: In our research project, we have developed a scoring rubric for a second language (L2) summary writing for English as a foreign language (EFL) students in Japanese universities. This study aimed to examine the applicability of our five-dimensional rubric, which features both analytic and holistic assessments, to classrooms in the EFL context. The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) and paraphrase (quality). Methods: Six teacher raters evaluated 16 summaries written by Japanese EFL university student writers using our new rubric. The scoring results were quantitatively compared with the scoring results of a commonly used rubric developed by the Educational Testing Service (ETS). For the qualitative examination, the teacher raters' retrospective comments on our five-dimensional rubric were analyzed. Results: The quantitative examination demonstrated positive results as follows: (a) adding the optional overall quality dimension improved the reliability of our rubric, (b) the overall quality dimension worked well even if it was used alone, (c) our rubric and the ETS holistic rubric overlapped moderately as L2 summary writing assessments, and (d) the two paraphrasing dimensions covered similar but different aspects of paraphrasing. However, the quantitative analysis using the generalizability theory (G theory) simulated that the reliability (generalizability coefficients) of the rubric was not high when the number of raters decreased. The qualitative examination of the raters' perceptions of our rubric generally confirmed the quantitative results. Conclusion: This study confirmed the applicability of our rubric to EFL classrooms. This new type of rating scale can be characterized as a "hybrid" approach that offers the user a choice of analytic and holistic measures depending on individual purposes, which can enhance teachers' explicit instructions.

The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of underresearched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2 reading (r = .300). Of the eight moderators examined, the WM–L2 reading relationship differed between studies using first-language (L1) and L2 WM tasks and between studies reporting and not reporting WM task reliability. Methodological features of reading comprehension measures or learners’ proficiency did not moderate the relationship. These results suggest that measurement practices of WM—rather than L2 reading measures or learner characteristics—matter in understanding the WM–L2 reading relationship. Implications and future directions are discussed.

Countries have instigated different restrictions in response to the COVID-19 pandemic. For instance, nationwide, strict “lockdown” in Scotland was enacted with breaches punishable by law, whereas restrictions in Japan allowed for travel and interaction, with citizens requested rather than required to conform. We explored the impact of these differential strategies on health behaviours and wellbeing. In February 2021, 138 Scottish and 139 Japanese participants reported their demographic information, pandemic-induced health behaviour-change (alcohol consumption, diet, perceived sleep quality, physical activity), negative mood, and perceived social isolation. Scottish participants’ health behaviours were characterised by greater change (typically negative), most likely due to greater lifestyle disruption, whereas Japanese participants’ behaviours were more-stable. Negative changes to health behaviours were typically associated with poorer mental wellbeing and isolation. Interestingly though, Japanese participants reported greater negative mood but not isolation despite the less-restrictive lockdown. Taken together, different lockdown styles led to different changes in health behaviours.

Globally, everyday life has been restricted – varyingly – to control the COVID-19 pandemic. In January 2021, nationwide “lockdown” was enacted in Scotland with breaches punishable by law. Contrastingly, Japanese restrictions were managed prefecture-by-prefecture, with opportunities for travel and interaction, with citizens requested rather than required to conform. To explore these differential strategies’ impact, we conducted a transnational online survey of health behaviours and wellbeing. In February 2021, 138 Scottish and 139 Japanese participants provided demographic information, pandemic-induced health behaviour-change (i.e., alcohol consumption, diet, perceived sleep quality, physical activity), negative mood scores (NMS), and perceived isolation. Scottish participants’ health behaviours were characterised by change (typically negative), whereas Japanese participants’ behaviours were more-stable. However, Scots were more-likely than Japanese participants to have positively-changed their physical activity levels. Negative changes in perceived sleep quality and activity levels were associated with greater NMS; furthermore, negative changes in alcohol consumption, diet, sleep quality, and activity were associated with greater perceived isolation. Japanese participants reported greater NMS; there was no transnational difference in perceived isolation.

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Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986;Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al., 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse. Against this research background, we investigated how Japanese EFL students read English academic papers, focusing on the interactions among L2 proficiency, reading strategies, and the rhetorical features of the papers. We used the following methods: video observation, the "think-aloud protocol," document analysis of notes taken by the participants while reading, and a post-reading interview. The reading strategies identified on the basis of the think-aloud protocol were categorized into local, global, and metacognitive strategies. The main results were as follows. First, the Japanese EFL readers had difficulty recognizing academic discourse. Therefore, they could not read the papers efficiently. Second, the students focused on understanding formulas and figures presented in the documents. Third, although the students used local and global strategies frequently, their purposes in using these strategies varied depending on their L2 competence, their background knowledge about the topic of the paper, and their familiarity with the discipline-specific academic discourse.