Having devoted many years to English language education, my primary research interest lies in its pedagogical applications. Writing summaries in English is widely recognized as a crucial academic literacy skill for English language learners. However, English summarization is an exceptionally demanding cognitive skill that proves challenging to acquire, as it requires multiple competencies: summarizing skills, English writing skills, and metacognitive abilities. Consequently, English learners, despite being able to comprehend information in English and mentally organize it, frequently fail to produce high-quality summaries due to constraints in their English writing skills.
Our current research focuses on developing an AI-based diagnostic model designed to assess not only overall English summarization performance but also learners’ underlying summarizing skills and metacognitive abilities based on English summaries produced by Japanese English learners.

A distinctive feature of our research is its attempt to define the fundamental nature of summarizing skills more precisely by comparing summaries produced by Japanese English learners in both English and their first language, Japanese, with a particular focus on the presence or absence of barriers related to writing skills.

Furthermore, our research prioritizes high authenticity by targeting English source materials that integrate both listening and reading comprehension for summarization tasks. This integrated approach realizes assessment conditions that more closely approximate actual classroom environments and study-abroad learning contexts.

The development of an AI model that estimates and diagnoses　summarizing skills and metacognitive abilities addresses criteria missing in conventional assessment frameworks, and our research, as an interdisciplinary study integrating English education, cognitive psychology, and natural language processing, is expected to make valuable contributions to both educational practice and academic research.

The AI-based diagnostic model developed in our study is expected to contribute to the improvement of summary writing instruction in English language education and to reduce teachers’ assessment burden. Teachers will be able to understand the extent to which learners have acquired summarizing skills and how effectively they can utilize metacognitive strategies when they write English summaries, thereby facilitating the provision of more effective instructional strategies and formative feedbacks. Furthermore, in the longer term, the diagnostic data of our study may support the development of online instructional materials incorporating VR (Virtual Reality) avatars, as well as the design of engaging learning environments in which avatars provide both verbal and non-verbal feedbacks at appropriate moments, thereby enhancing learner motivation.

• English summarization
• Summarizing skill
• Metacognitive ability
• Integrated task
• Listening comprehension
• Reading comprehension
• AI diagnosis
• English education
• English writing skill
• Academic Literacy
• Formative Feedback
• Teachers' assessment burden