Abstract
First, I briefly summarize the main findings of the study. I will then discuss educational implications, mainly for the stakeholders, such as educational policy makers and government officials, and school administrators, to better implement ELES. These implications are based not only on the theories and practices in the field of EFL and SLA but on the students’ and teacher’ perspectives in the ELES classroom context. Following this, I share the limitations of the study, which reveal clearly what I intended to include in this study but was unable to, or elements that could not satisfy the rigorous research design criteria. I then make suggestions for future research. It is hoped that these suggestions will enable researchers to investigate ELES in a wider scope by employing methods of prolonged observation, an emic perspective, triangulation of data, keeping rapport with teachers, and the use of psychometric methods. Finally, I provide final comments expressing my hope that the current ELES will be appropriately reviewed in Japan, as well as programs in other EFL countries, for the benefit of future generations.
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Uematsu, S. (2015). Conclusion. In: Long-term effects of Learning English. Springer, Singapore. https://doi.org/10.1007/978-981-287-493-1_7
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