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The global pressure on education | Inquirer Opinion
Opinion piece by Randy David for the Philippine Daily Inquirer (2014.03.09).
- All over the world, there is a growing recognition by governments of the need to produce graduates equipped with global competency—individuals who not only can live and work in foreign cultures but can also navigate the complexities of a world society
- Japanese industry worries that its own universities are turning out graduates who cannot function in the global system
- The global pressure on education is exerted primarily by industry but is also coming from families. It takes the form of a demand for high-quality graduates with global knowledge, skills, and values, who can find high-paying jobs and pursue stable careers in the world economy
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John Dewey: The Need for a New Party | New Republic
"[A] statement of the nature of the need and an account of why it is so generally felt are necessary preliminaries to any discussion of how a new party may grow up and what its program will be" (1931.03.18, ¶1).
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Serif vs. Sans: What’s Right for Your Presentation?
"if you are going to pursue offline efforts with your deck, then go the Serif route. If you are doing everything online, go the Sans route. If you are unsure, Sans is presently the most modern and popular style of typeface."
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Higher Education and the Japanese Disease | Nippon.com
"In an age calling for an increasingly globalized workforce, there is widespread alarm about declining standards in the Japanese education sector. Where do the problems lie? Kariya Takehiko, a sociology professor who has taught at universities in Japan and England, analyzes the current situation."
- Japanese universities have become places in which no learning goes on outside the classroom.
- Japan has suffered a clear decline in the talent and skills of its workforce, precisely when these things are more crucial than ever in an increasingly globalized environment. Although many people realize what is wrong, companies, universities, and the society as a whole have been unable to act to change the system.
- it is likely that the short-sighted competition for advantage will lead to a further decline in educational standards and a loss of equal opportunities.
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Chomsky: How America's Great University System Is Getting Destroyed | Alternet
- costs are multiplied by the number of users
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The Wrong Way to Teach Grammar - Michelle Navarre Cleary - The Atlantic
"Just as we teach children how to ride bikes by putting them on ... bicycle[s], we need to teach students how to write grammatically by letting them write. Once students get ideas they care about onto the page, they are ready for instruction—including grammar instruction—that will help communicate those ideas" (¶5).
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Predicting who will publish or perish as career academics
"Unequivocal" findings are precipitating "strong reactions" (Picking winners and losers, ¶4).
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Language Magazine » Let Learning Emerge
Introductory article by Diane Larsen-Freeman (March 2014) about lessons to learn from complexity theory, prior to speaking in Portand, OR, at TESOL 2014.
- Although the components that make up a complex system may be many and may be different from each other, what makes a system complex is the quality of emergence. Emergence is “the spontaneous occurrence of something new” (van Geert, 2008, p.182) that arises from the interaction of the components of a complex system, just as a bird flock emerges from the interaction of individual birds.
- The inert knowledge problem, given its name by Alfred North Whitehead many years ago, refers to the fact that students appear to be able to do something in the classroom at one time but not at a later time. In other words, what they have acquired has become inert — unavailable to use for their own purposes at a later time and place.
- The power law of practice reflects the fact that the effect of practicing something declines over time. In other words, the immediate benefits of practice of the right kind can be considerable, but as time passes, the effect of continuing to practice falls off dramatically and only makes a more modest contribution to proficiency. This is a nonlinear phenomenon.
- Sometimes complex systems are referred to as “complex adaptive systems.” Calling them adaptive recognizes their capacity to change in response to a changing environment. One way that I think this characteristic applies to language is through what is called co-adaptation (Larsen-Freeman & Cameron, 2008). Just as children benefit from speech customized for them, second language learners can benefit from the modifications or adaptations that are made in speech to them in order to enhance its comprehensibility for them. But notice I wrote co-adaptation. The language resources of both conversational partners are changed by the interaction.
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Framework for Success in Postsecondary Writing | Council of Writing Program Administrators
"This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success" (Executive Summary, ¶2).
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The Case for Academics as Public Intellectuals | AAUP
In this article, Nicholas Behm, Sherry Rankins-Robertson, and Duane Roen argue, "Talking only to one another is never enough."
- Doug Hesse, a rhetorician at the University of Denver, has argued in the Washington Post that machine grading is not capable of measuring how well a piece of writing “fits a given readership or audience; how well it achieves a given purpose; how much ambition it displays; how well it conforms to matters of fact and reasoning; and how well it matches formal conventions expected by its audience.”
- Les Perelman, research affiliate with MIT’s comparative media studies program and president of the Consortium for Research and Evaluating of Writing, has shared his insights about the weaknesses of machine scoring in interviews that have appeared in such venues as the New York Times and Inside Higher Ed. Perelman stated in a May 5, 2013, interview with the Australian Broadcast Network that artificial-intelligence programs cannot match human raters because computers can count but they cannot understand meaning. He said, “Language is much more complex, and until we can get a computer that can actually understand the meaning of words, it’s not going to be able to analyze argument or the important parts of writing.”
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Tomorrow's Professor eNewsletter: 1313. The Case for Academics as Public Intellectuals
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- Fostering a healthy democracy, ¶3
- Les Perelman, research affiliate with MIT's comparative media studies program and president of the Consortium for Research and Evaluating of Writing, has shared his insights about the weaknesses of machine scoring in interviews that have appeared in such venues as the New York Times and Inside Higher Ed. Perelman stated in a May 5, 2013, interview with the Australian Broadcast Network that artificial-intelligence programs cannot match human raters because computers can count but they cannot understand meaning. He said, "Language is much more complex, and until we can get a computer that can actually understand the meaning of words, it's not going to be able to analyze argument or the important parts of writing." These scholars and others have drawn on numerous research findings and a policy statement on machine scoring published by the National Council of Teachers of English.
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"First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre. It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).
Sunday, March 16, 2014
Diigo bookmarks (weekly)
Tuesday, March 11, 2014
The languages of Japan
- Japan's Endangered Languages Still Considered Mere Dialects (GlobalVoices, 2014.03.01).
I used the DigitalColor Meter app (a Mac app.) to check the area north and east of Korea and Japan [in a map from Before It's News, 2013], both of which were color-coded as isolates. Though it was [coded] the same color, the area to the NE of Korea and Japan may actually be a Yupik branch of Eskimo-Aleut (Wikipedia, Eskimo-Aleut languages, ¶4).
That same area NE of Korea and Japan is color-coded as Paleo-Siberian in another map (Wikipedia, Primary Human Language Families Map). The Primary Human Language Families Map still coded Korean as an isolate, but coded Japonic as a separate family of languages, one which may include Ryukyuan languages (Lewis, 2013).
There is plenty of controversy about relationships among Japanese, Korean, and other languages, for instance: "According to its [Altaic's] proponents, Altaic is a language family comprising at least Turkic, Mongolic, and Tungusic" (Wikipedia, Classification of Japonic, Altaic hypothesis, ¶1).
The idea of a Japanese-Korean relationship overlaps the extended form of the Altaic hypothesis..., but not all scholars who argue for one also argue for the other. For example, Samuel Martin, who was a major advocate of a Japanese-Korean relationship, only provided cautious support to the inclusion of these languages in Altaic, and Talat Tekin, an Altaicist, includes Korean, but not Japanese, in Altaic....
Pereltsvaig (2012) summed up controversy about an Altaic language family, suggesting similarities [among those languages] might be due to borrowing rather than genetic[, but the matter is by no means resolved]. Lewis (2013) reexamined related issues.
…
References
Lewis, Martin W. (2013). Altaic and Related Languages. GeoCurrents. Retrieved from http://www.geocurrents.info/cultural-geography/linguistic-geography/altaic-and-related-languages
Pereltsvaig, Asya. (2012). The Altaic family controversy. GeoCurrents. Retrieved from http://www.geocurrents.info/place/russia-ukraine-and-caucasus/siberia/the-altaic-family-controversy
Sunday, March 09, 2014
Diigo bookmarks (weekly)
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Two Sides Of The Same Coin: The Employment Crisis And The Education Crisis - Forbes
- Skills like problem solving, leadership, teamwork, empathy, and social/emotional intelligence are still being left out of the curricula of most schools, which contributes to the widening of the talent gap.
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FAQs-III: Groupwork in distance learning (Felder & Brent, 2001)
"Even in traditional classes students may do little or no work but get the same grade as their more industrious colleagues, and serious conflicts may arise between teammates with varying levels of ability and senses of responsibility. The problems may be even worse when groups are virtual and don’t have the self-regulating capability provided by face-to-face meetings. It is therefore particularly important in distance classes to adhere to the defining principles of cooperative learning, especially positive interdependence (if anyone fails to do his or her part everyone loses in some way), individual accountability (all team members are held accountable for all the material in the assignment), and regular self-assessment of team functioning."
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Writing Tips: Using Sentence Length to Mirror Action | Rachel Starr Thomson
"One of language's most fascinating tricks is its ability to mirror the action it depicts" (Thomson, 2006.09.27).
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Prezi - Blog - 10 Most Common Rookie Mistakes in Public Speaking
"Terry Gault ... provides insight into how to become a better presenter by avoiding a few common mistakes" (deck, ¶1, 2014.03.05).
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Avalanche Information, Education and Forecasting for West Central Montana
"This site is sponsored by the West Central Montana Avalanche Foundation (WCMAF), a 501(c)(3) Nonprofit Corporation. WCMAF is dedicated to promoting avalanche safety education and awareness by providing information to all interested user groups regarding terrain, weather and snow conditions that contribute to avalanche danger in West Central Montana" (2014.03.04)
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"Looking to publish your research but don’t know exactly how? Dealing with procrastination or stress related to academic publishing? If you are feeling apprehensive about your writing or are becoming interested in publishing scholarly work, Practical Tips for Publishing Scholarly Articles is for you. Rich Furman and Julie T. Kinn have updated this fantastic resource with even more exercises and advice to help you through the writing and publishing process. Furman and Kinn guide readers through each step of publication from idea generation through structuring an article and journal selection to submission, revision, and collaboration" (deck, ¶1, 2014.03.03).
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http://lyceumbooks.com/downloads/PracticalTips4Pub2E_CH05.pdf
PRACTICAL TIPS FOR PUBLISHING SCHOLARLY ARTICLES Writing and Publishing in the Helping Professions Chapter 5: Selecting a Journal
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http://lyceumbooks.com/downloads/PracticalTips4Pub2E_CH03.pdf
PRACTICAL TIPS FOR PUBLISHING SCHOLARLY ARTICLES Writing and Publishing in the Helping Professions Chapter 3: Writing as a Disciplined Practice
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Civil Rights Division 508 Home Page
"Section 508 (508 statute php , 508 statute pdf) requires that Federal agencies' electronic and information technology is accessible to people with disabilities, including employees and members of the public" (Overview, ¶1, 2014.03.03).
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"Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of proving a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally" (¶1, 2014.03.03).
Sunday, March 02, 2014
Diigo bookmarks (weekly)
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International Paper Sizes, Formats & Standards Explained
"The purpose of this site is to explain current international standard paper sizes, covered by the ISO 216 Standard, and to provide size charts to allow a quick lookup of sizes."
Sunday, February 23, 2014
Diigo bookmarks (weekly)
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The Potential for Online Learning: Promises and Pitfalls (EDUCAUSE Review) | EDUCAUSE.edu
- At the end of the day, we have to ask ourselves where all of this is heading and what the real consequences will be—not just for the privileged but for society writ large.
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Higher Education in the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu
- In the connected age, it doesn't matter where the information is, where the student is, or where the faculty member is. What matters is the value that comes from the connection.
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Top-Ten IT Issues, 2013: Welcome to the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu
- Institutions that invest in the technologies must make parallel investments in faculty development and ongoing support
- Challenges include helping faculty in the identification and selection of quality resources, or in the creation of new ones, in support of their course learning outcomes
- Research shows that students with a sense of connection to their campus, program, and classmates are much more likely to persist and succeed in their academic pursuits
- Does the institution have the technologies, staff expertise and levels, facilities, and funding required to improve student outcomes?
- Does the institution provide adequate and timely instructional design assistance and services to encourage both students and faculty to leverage technology in the classroom? Does it take into account current and emerging technologies that are available to faculty?
- Do the institution's reward systems for faculty encourage or impede faculty use of technology to optimize their instructional materials and techniques?
- How are accounts de-provisioned after someone exits the institution?
- What guidance do faculty, staff, and students receive for the use of cloud services?
- Faculty, staff, and students are bringing new devices, environments, and apps to their academic and administrative work and are looking to the IT organization for help in integrating these tools with existing enterprise systems.
- A key question is whether the IT organization can shift from a focus on being the experts to a focus on being "accomplished novices"14 who collaborate with their constituents to find the right IT solutions for a given need.
- How do security practices inhibit collaboration and the implementation of the newest applications, particularly those using social media?
- How does the IT organization create a community of well-informed, vigilant users who question every e-mail request and value the efforts of keeping authentication credentials private and secure?
- An institution's success in online courses and programs will depend on its ability to grow and maintain such offerings and the ability of faculty to adjust to new ways of instructing learners. The current trend of blending or merging classroom and online would appear to be one of the best strategies for sustaining the precepts of online learning in post-secondary institutions.
- Any discussion regarding sustainability of online offerings is coupled to the quality of those offerings in terms of both design and support.
- Are faculty actively engaged in the discussion regarding the benefits and challenges of online learning for both traditional and nontraditional learners on campus and off?
- Does the institution have a coherent plan for identifying courses or programs that could be adapted to or created for the online venue?
- Does the institution provide adequate resources and incentives for faculty and support personnel to create and maintain high-quality online learning experiences?
- What assessment techniques are in place to evaluate changes in classroom and/or online learning strategies across the institution? Are they adequate to give good information that will sustain the initial effort?
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1997 Fall Newsletter - Mortal Sins in Poster Presentations
"or How to Give the Poster No One Remembers"
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LIST OF PUBLISHERS | Scholarly Open Access
Updated list of "Potential, possible, or probable predatory scholarly open-access publishers"
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LIST OF STANDALONE JOURNALS | Scholarly Open Access
An updated list of "Potential, possible, or probable predatory scholarly open-access journals"
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"TIRF has commissioned five [or six] papers to explore the current state of mobile-assisted language learning (MALL). It is our hope that these papers provide an accurate account of how MALL is impacting the landscape of English language education, and what challenges lie ahead for language learning teachers and students, administrators, business professionals, and others" (¶3, 2014.02.18). This page provides a menu of links to summaries and downloads of those papers.
Sunday, February 16, 2014
Sunday, February 09, 2014
Diigo bookmarks (weekly)
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"How we change what others think, feel, believe and do"
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"This review of TypingWeb was written by Erin Brereton"
Sunday, February 02, 2014
Diigo bookmarks (weekly)
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PC Support: Free Computer Support & Repair Help
Great site for troubleshooting tips! Helps Mac users understand Windows fixes for iTunes and related program installation errors.
Sunday, January 26, 2014
Diigo bookmarks (weekly)
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936 Write Before You're Ready: First Steps to Avoiding Writer's Block
This Tomorrow's Prof. post provided "great advice on avoiding writer's block" (preface, ¶1).
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How to give a scientific presentation (PDF)
How to give a scientific presentation by Kevin D. Lafferty (US Geological Survey, UC Santa Barbara) Though these guidelines (Lafferty, n.d.) focused on outlines, slides, text, and style for _scientific_ presentations, they include plenty of advice useful for other sorts of presentations as well.
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How to write an effective title and abstract and choose appropriate keywords | Editage Insights
"The title, abstract, and keywords play a pivotal role in the communication of research. Without them, most papers may never be read or even found by interested readers" (The title, abstract, and keywords: Why it is important to get them right, ¶1, 2014.01.23).
Sunday, January 19, 2014
Diigo bookmarks (weekly)
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"Mendeley uses the latest technology to continually improve the product and deliver features that you need most." This chart compares Mendeley to Endnote, Papers, RefWorks, and Zotero.
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Academic Writing & Research | Mendeley Group
"This is now an "Open" group. It collects published resources relating to academic writing and research -- including "how to" guides for academic writers (both students and faculty), as well as studies about/on the processes of research and of writing about research" (About this group, ¶1, 2014.01.16).
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Text and Academic Authors Association: Author Resources
The TAA maintains this list collectively. Some information in it may not be up to date (Copyright 2010 as of 2014.01.16).
Sunday, January 12, 2014
Diigo bookmarks (weekly)
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UltraKey 2014 | Best Typing Software - TopTenREVIEWS
- The software recommends lessons and performance goals based on an initial skills assessment. You can also repeat any lesson or typing exercise for additional practice
- Other critical training tools include warm-up exercises to mentally and physically prepare you for lessons, and timed typing tests that last up to five minutes
- The software also teaches you proper typing ergonomics in its first lesson. In fact, the software places such a strong emphasis on proper typing technique that it reminds you of proper positioning at the beginning of each exercise and frequently prompts you to take stretching breaks between exercises to prevent fatigue and poor posture
- UltraKey provides versatile management controls for administrative users, such as teachers, employers and even parents
- Bytes of Learning (UltraKey's manufacturer) informed us that the typing software is currently being developed to become entirely cloud-based
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株式会社 日本ビーコム | タイピングソフト | Gold Finger School
"「Gold Finger School 2010」が Windows 7対応にバージョンアップしました "
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TESOL Connections - January 2014
"IRIS holds data collection instruments from a wide range of theoretical and methodological perspectives. These include, for example, questionnaires about motivation, attitudes, learning strategies, and intercultural understanding; experimental teaching methods; classroom observation and interview schedules; teaching tasks; sound and video files; word lists; pictures for encouraging learners to use specific structures; language tests for different skills and types of knowledge… and many more besides" (Materials on IRIS, ¶1).
Sunday, January 05, 2014
Diigo bookmarks (weekly)
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"3 or 4 ideas of things a teacher can do to decrease the anxiety around extensive reading"
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Haums focuses on accord, basics, an[d] consistency.
Sunday, December 22, 2013
Diigo bookmarks (weekly)
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An Effective Poster | Creating Effective Poster Presentations
Here is the top end of the directory (sidebar) for this site by George Hess, Kathryn Tosney and Leon Liegel: "An Effective Poster / Define Your Message / Know Your Audience(s) / An Effective Abstract / Create Your Poster / ...." :: Focus :: Layout :: Headings :: Graphics :: Text :: Colors :: Editing :: Software Present Your Poster Examples of Posters Resources Video Library"
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http://www.csun.edu/plunk/documents/poster_presentation.pdf
Tips on poster presentations at professional conference[s], by Scott W. Plunkett (n.d.), includes pointers to other sites as well.
Sunday, December 15, 2013
Diigo bookmarks (weekly)
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Weinberger, Steven. (2013). Speech Accent Archive. George Mason University. Retrieved from http://accent.gmu.edu
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IPA_chart_2005.png (1656×2144)
Chart of International Phonetic Alphabet symbols with unofficial extensions
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"The Hourglass: a dynamic organisational model" for essays, investigative reports, and narratives.
Sunday, December 08, 2013
Diigo bookmarks (weekly)
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"Renandya, W. A. (2012). Choosing the right international journal in TESOL and applied linguistics: a guide for novice writers. Unpublished manuscript. Singapore: National Institute of Education, Nanyang Technological University Singapore."
Friday, November 15, 2013
European etymology maps of common words
[Sorry, the embedding code from Europe etymology maps 1 - Imgur doesn't seem to work here; try viewing it at the source.] Album source: http://imgur.com/a/iVK8a/all
Saturday, July 20, 2013
Notes for JP
I believe students would have to have Diigo installed on their computers to facilitate cooperative bookmarking of Internet sites. You'd probably want to set up (a) Diigo group(s) for them, with recommended tags. For example, I own a Weblogging in Kumamoto (WinK) group, and have an RSS feed for bookmarks tagged "wink_students" in the sidebar on a writing course blog. However, students don't do the bookmarking for that; other teachers and I do. You and other group members can share annotations and highlights publicly or privately (with particular groups).
With a Diigo group, and student invitees, discussion forums also will be available. So course blogs might be unnecessary, if you go the Diigo route. Carefully threaded discussion posts may be better than flat comment threads on target blog posts. (I'm not sure yet, but Blogger may have begun threading replies to particular comments.)
I hope this responds satisfactorily to most if not all of your recent inquiries. If not, please let me know in (a) comment(s) on this post.
Friday, April 05, 2013
How Creativity Works: Animated video - Wow!
Wednesday, April 03, 2013
Everything you know about curriculum may be wrong. Really. | Granted, and...
'via Blog this'
Saturday, March 16, 2013
After Google Reader: Getting organized in Feedly
We launched Google Reader in 2005 in an effort to make it easy for people to discover and keep tabs on their favorite websites. While the product has a loyal following, over the years usage has declined. So, on July 1, 2013, we will retire Google Reader. (Official Blog, A second spring of cleaning, 2013.03.13)For example, in the screenshot below, there is a Language . . . feed in a topic grouping (Languages and Learning), as well as in another source grouping (Facebook). Likewise, there are social groupings, such as KGUW_13-14, new mash-ups for an instructional cohort, and Learning with Computers, connections from a series of professional development workshops.
It is also possible to rename feeds in Feedly displays. For example, in the Wikispaces (source) category feed listing above, all five current items look the same. The feed names need to be trimmed back to the essential wiki titles, for ease of reading at a glance in Feedly displays.
Thursday, March 07, 2013
Notes on Schleicher's TED Talk
Schleicher, Andreas. (2012, July). Use data to build better schools. TED Global 2012 [posted February 2013]. Retrieved from: http://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.html
measuring performance in terms of:
extrapolation,
application, and
preparation for change
PISA (http://www.oecd.org/pisa/)
79 school systems
delivering equity and excellence
spending explains less than 20% of the differences
how money gets spent matters a lot more
range of factors
making "choices that value education, their future, more than consumption today"
embracing "diversity with differentiated pedagogical practices"
personalizing "learning opportunities"
maximizing quality of teachers
recruitment, selection, training, … and beyond
Tuesday, February 05, 2013
Sources of info. on social collaboration
- Beagle Research Group, LLC
- The Social Workplace
- blogs.technet.com/b/drrez/rss.aspx
- Jeff Schertz's Blog
- OpenEnded
- The BrainYard - RSS
- www.dowbrook.com/blog/feed
- Social Business Advisor: Enterprise Collaboration Strategy
- ITSinsider
- Andrew McAfee's Blog
- feeds2.feedburner.com/GilYehuda
- ZDNet | Enterprise Web 2.0 Blog RSS
- ZDNet | Collaboration 2.0 Blog RSS
- The BrainYard - News RSS
'via Blog this'
Sunday, February 03, 2013
Google Search for "online teaching"
The first, Starter.co.nz, I thought may be of interest to teachers of young learners, who can browse previews of available resources, and decide whether such a subscription service would be of value to them or their schools. So I posted it to the Classroom 2.0 group, as I was adding it to my list of Educational Technology items.
The second, from the Designing for Learning website, has an intended audience of university faculty members new to online teaching, or interested in imporving their online teaching practices. So I decided to post it to the Moodle4Teachers group, as well as two others to which I belong, and cross-listed in both my Educational Technology and my Faculty Development lists.
When I returned again to the Google Search page, I noticed Google also had spotted "49 [other] items in ... [my] Diigo Library." Please feel free to check them out, too, and if you have any favorites or hot picks of your own, please share them in return.
Tuesday, January 15, 2013
Two articles, one after the other: 1 + 1 = 0.5?
- Nearly 90% dissatisfied with Japan's English education: survey – The Mainichi, December 3, 2012; and
- Arama, they didn't! LiveJournal, December 4, 2012
- 21st Century English Langauge Learners, Teachers and Administrators: Ajaan Rob Hatfield, Scoop.it, December 5, 2012
- TESOL Intl Assn, Twitter, December 5, 2012
- Japanese highly unhappy with English education quality in the country – Ida Torres, The Japan Daily Press, December 4, 2012
- TESOL International Association, English Langauge Bulletin; December 12, 2012
- ELT Professionals around the World: Ian Butler, LinkedIn, c. December 15, 2012
If you're interested in reading either the original Rakuten Research press release, or the online report, both dated November 21, 2012; they're here:
- 楽天リサーチ、「日本の英語教育」に関する調査を発表 (press release)
- http://corp.rakuten.co.jp/news/press/2012/1121_02.html
- Apparently not published in English (press releases [2012])
- 日本の英語教育に関する調査 (report)
- http://research.rakuten.co.jp/report/20121121/
- PDF: http://research.rakuten.co.jp/report/pdf/english_20121121.pdf
- Though the filename seems to suggest that the PDF is in English, it isn't.
