This is a musical aptitude test that consists of five subtests - Loudness, Melody, Pitch, Timbre, and Tempo. The test includes the stimuli produced by western instruments such as violin and the instruments uniquely played in Japan.
Cited in: Saito et al.(2019)
You can find 2 questionnaires to measure the degree of anxiety related to foreign language learning in classroom settings: (1) Foreign Language Classroom Anxiety - Short Form, (2) Questionnaire for EFL pronunciation learning anxiety. First cited in: Dewaele & MacIntyre (2014), Suzukida & Saito (under review)
The "attitudes and motivation" questionnaire is to measure the degree of motivation related to foreign language learning in EFL settings. Cited in: Tennant & Gardner (2004); Adapted: Dewaele & Proietti Ergün (2020) Also see the "Motivation questionnaire" Cited in: Saito et al. (2018)
Four types of questionnaire are avaiable: (1) foreign language enjoyment, (2) foreign language 'teaching' enjoyment, and (3) foreign language boredom, (4) foreign language enjoyment and anxiety Cited in: Li et al. (2018), (4) in Saito et al. (2018)
This questionnaire measures positive flow in the foreign language classroom. Cited in: Dewaele, J.-M. & MacIntyre, P.D. (2021); Dewaele, J.-M., & MacIntyre, P. D. (2022a, b); and Dewaele, J.-M. et al. (2022)
This online-based test is to measure learners' working memory capacity. This version contain forward and backward span tests. Each test contains maximum of 15 digits in order to correctly gauge L2 learners with wider range of the capacity. Used in: Saito et al. (in preparation)
This is an online-based test to measure learners' knowledge about English grammar. The test is timed so the test takers have to make very quick, impressionistic judgement. Cited in: Godfroid et al.(2015) Adapted: Saito et al. (2020)
This test is created to measure L2 learners'
breath of phonological vocabulary. There are two versions: one written in English, and one in Japanese
Used in: Uchihara et al. & Saito et al. (under review)
This oral task can be used to elicit spontaneous speech by EFL/ESL learners and it includes a simple and a more complex version (+ reasoning demands). It can be used either monologically or dialogically, depending on the research purpose. Adapted from Ur (1981)