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This paper aims to examine how grounding can improve understanding in English language classes at Japanese elementary schools.

April 1, 2026Open Access

Revisiting Grounding in Japanese Elementary School English Language Classrooms

Key Points

This paper aims to examine how grounding can improve understanding in English language classes at Japanese elementary schools.
Analyzed grounding theory in the context of English language education.
Explored the integration of tablets and AI in language learning.
Reviewed previous studies on grounding in educational settings.
Grounding techniques can enhance mutual understanding among students and teachers.
The use of tablets and AI supports personalized learning experiences.
Findings suggest that grounding is relevant to modern English education in Japan.

Abstract

Grounding (Clark and Schaefer, 1989), is the process by which people, in order to add to their pool of shared information, strive to gain confidence in mutual understanding by providing each other with positive evidence of understanding. It is one that has been suggested to be of use to English language teachers at Japanese elementary schools (see Nakashima & Hine, 2021) as well as junior high school (see Nakashima & Hine, 2022). This paper explores how the concept applies to the modern Japanese elementary school English education context, which includes the introduction of tablets for each student and growing interest in AI and individual optimized learning.

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