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Through a mixed research synthesis of high-quality empirical studies, Jackson and Takahashi examine both widely reported and understudied psychological factors underlying foreign language learning in Japan, with an ecological approach framing the analysis.

This book foregrounds its research with an analysis of Japan's additional language education system and its effects on multi-systemic ecological levels, from public policy to individual learners. It then delves into a deeper look at psychological factors and individual differences impacting foreign language learning, with an emphasis on Japanese learners. The focused mixed research synthesis that follows, including quantitative, qualitative, and mixed-methods studies conducted between 2014 and 2024, assesses the psychological factors, additional languages, and school settings covered. It identifies gaps in research and provides reflections on issues within the Japanese system, as well as implications for improvement at the institutional and classroom levels to aid more effective language learning.

A critical perspective and insightful outlook toward the additional language education system in Japan, this volume will be of interest to psycholinguistics and language education scholars focusing on Japan, as well as graduate students and teacher educators in the areas of language development, language education, and learner psychology.