研究者業績
基本情報
- 所属
- 成蹊大学 国際教育センター 常勤講師
- 学位
- Bachelor of Arts(McGill University)M.A. in English Language Teaching(University of Technology Sydney)Doctor of Education(Northcentral University)
- 研究者番号
- 90594094
- J-GLOBAL ID
- 201301078996297390
- researchmap会員ID
- 7000006671
2015-2019: Northcentral University, Faculty of Education, Department of Education, Doctoral Research (Online)
研究キーワード
9経歴
9-
2013年10月 - 2018年3月
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2011年4月 - 2015年3月
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2010年4月 - 2013年9月
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2011年4月 - 2012年3月
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2008年4月 - 2010年3月
受賞
5論文
19-
Language Research Bulletin 32 20-31 2018年3月1日 査読有り
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Tokyo JALT Journal (4) 2017年6月 招待有りThis case study reports on the language socialization and written performance of two first-year Japanese students at a liberal arts college in Tokyo. With a focus on the students’ learning experiences, this research triangulated the analysis of transcripts and interviews, field notes, and observations to explore how students from a 450-550 TOEFL cohort engaged in academic writing tutorials with their teacher. A report on the students’ use of short discourse markers, language display (e.g. gestures, facial expressions), and the use of external aids (e.g. manipulating a mouse pointer, writing notes) reveals a process where the end result is greater than the sum of its parts. That is, how students communicate what they retain at the time of the tutorial experience may not be as self-evident compared to the follow-up writing drafts. Through the implementation of verbal and non-verbal cues during student-teacher tutorials, the students were able to improve their writing skills.
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Language Research Bulletin 32 10-19 2017年3月1日 査読有り
MISC
4-
FD Newsletter 22(1) 2017年7月 査読有り招待有りTo cross borders in a globalized world, to participate in a shared liberal arts dialogue, to collaborate in writing with peers at another university, and to have some fun and enjoy a change of pace in our research and writing classes, the authors brought two groups of students together —at Stanford and International Christian University —in an online international exchange. This brief article is the one we wish someone else had written and which we could have read before we launched our own two-class interaction (scroll down for the promises, perils, and pitfalls).
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FD Newsletter 22(1) 2017年6月 査読有り招待有りHelping university learners to critically evaluate their own academic performance or engage in self- directed learning are the hallmarks of the student- centered approach. Traditionally, rubrics have been used by instructors to assess the quality of student performance on a learning event based on evaluation criteria. A set of indicators in the rubric provide detailed information that explains what a student has to do to demonstrate proficiency on particular skills. Recent research has shown that when students are involved in formative assessment, rubrics (especially e-rubrics) have the power to guide the learning process and promote self- directed learning.
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Accents Asia 8(2) 135-142 2016年4月 査読有りThis article describes the Global Academic Vocabulary (GAV) lexicon, lessons, and platform that was initially implemented at International Christian University in Tokyo and is now under significant further development at the University of Melbourne and NYU-Tokyo. Research by Na and Nation has shown that understanding of about 95% of the words in an academic text is required for learners to confidently comprehend its meaning. But exactly what words do university learners need to know to achieve such a level of coverage? The GAV provides one important answer to this question by combining the headwords from the three most significant long-standing corpus-based vocabulary studies to date: the University Word List (UWL), the Academic Word List (AWL), and the English for Academic Purposes (EAP) word lists, with a fourth, New Academic Word List (NAWL), now being added. This article provides the rationale behind the creation of the GAV.
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PeerSpectives (12) 37-40 2014年3月 査読有り招待有りClose to 100% of tertiary students in Japan now own a mobile device. As language teachers, we may have considered using them for computer- assisted language learning; however, navigating the vast array of mobile applications can be a daunting task. Moreover, given that student ownership of iOS and Android devices is almost evenly split, a teacher is often unable to choose applications that are accessible to the entire class. This paper shows details of a 2014 study in mobile usage trends (among Japanese university students) and derives input from a panel of educators who investigated mobile use in education for language learning purposes. Panel discussion and floor interaction revealed similar challenges across platforms, and possible solutions to these problems in teacher education and administrative cooperation.
書籍等出版物
2-
Routledge handbook 2022年1月
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Routledge 2018年11月1日 (ISBN: 9781351377270)Written by leading English-language educators in Japan, this Handbook provides an in-depth guide for the new generation of teachers at Japanese universities. In clear, accessible prose, it offers practical and detailed advice on effective classroom pedagogy, student motivation, learning styles, classroom culture, national language policy, career opportunities, departmental politics, administrative mindset, and institutional identity. Its four sections—The setting, The courses, The classroom, and The workplace—examine issues faced by university language teachers as well as challenges confronted by the increasing number of scholars teaching English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL) courses.
講演・口頭発表等
47-
CamTESOL 2022, Online 2022年2月19日
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ThaiTESOL 2022, Online 2022年1月21日
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JALT Vocab SIG Kyoto, Doshisha University 2021年12月4日
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JALT Conference 2021: Reflections and New Perspectives, Online 2021年11月14日
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JALTCALL 2021: Remote Teaching & Beyond, Online 2021年6月6日
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17th Annual CamTESOL Conference on English Language Teaching “Actions and Innovations in Teaching and Learning”, Phnom Penh, Cambodia, Online 2021年2月7日
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Trends in Language Teaching Conference, Okinawa JALT Chapter, Online 2021年1月23日
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JALT 2020 International Conference, Online 2020年11月22日
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Teaching Young Learners Special Interest Group 21st Century Language Teaching Conference, Online 2020年10月3日 招待有り
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JALT PANSIG ONLINE CONFERENCE 2020年6月21日 JALT PANSIG 招待有りOnline presentation of doctoral research findings
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Google Educator Group (GEG) Asia-Pacific Connect, Online 2020年4月19日
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ETJ Tokyo, Tokyo English Language Teaching Expo, 2020年2月23日 Language Teaching ProfessionalsPresentation addressed the following points: Self-introduction What is GADS? Why is GADS important? 14-week course syllabus Student testimonials Teaching insights Q & A
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CamTESOL (Cambodia TESOL) 2020年2月4日 CamTESOLA presentation of my doctoral research
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Try it on Monday (TIOM) 2019年12月14日 Microsoft Japan 招待有りA workshop on how to use a classroom management app (iOS)
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Conference on Academic Research in Education 2019年2月26日
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3rd JALT Bizcom SIG Conference 2018年9月18日 3rd JALT Bizcom SIG Conference 招待有り
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ETJ English Teachers in Japan—Tokyo Expo 2018年2月10日 ETJ English Teachers in Japan—Tokyo Expo
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The 4th JALT CUE SIG ESP Symposium 2017 2017年9月16日 The 4th JALT CUE SIG ESP Symposium 2017
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JALT PanSIG Conference 2017 2017年5月21日 JALT PanSIG Conference 2017
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JALT PanSIG Conference 2017 2017年5月20日 JALT PanSIG Conference 2017
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Try IT On Monday (TIOM) 2017年4月29日 Try IT On Monday (TIOM)
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The Ninth Symposium on Writing Centers in Asia 2017年3月16日 Symposium on Writing Centers in Asia
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Google Educator Group (GEG) West Tokyo/GEG Shinjuku 2016年9月24日 Google Educator Group West Tokyo
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Vocab@Tokyo 2016年9月12日 Vocab@Tokyo 招待有り
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The eighth symposium of writing centers in Asia 2016年3月5日 Tsuda Juku
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Tokyo JALT Chapter: Google Educator Series Seminars 2016年2月5日
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Deep Learning: Global Teaching & Learning Conferences 2016年1月30日
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Vocabulary SIG Forum, JALT Conference 2015年11月22日 招待有り
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JALT Vocabulary SIG Symposium 2015年6月20日
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Tech My Share at Tamagawa University 2015年5月30日 Yokohama JALT Chapter
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Critical Thinking Symposium 2015年3月17日 Waseda University
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Vocab SIG Symposium 2014年6月14日 JALT
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JALTCALL Conference 2014年6月14日 JALT
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TESOL 2014 International Convention & English Language Expo 2014年3月29日In this presentation we showed how to blend a free speed reading web tool, Eyercize, with components of reading fluency development focusing on repetition and visual speed chunking of text, towards enhancing fluidity of processing.
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Paperless Conference 2014年2月1日 Kanda UniversityClose to 100% of tertiary students in Japan now own a mobile device. As educators, we may have considered using them; however, navigating the vast array of mobile applications can be a daunting task. Moreover, given that student ownership of iOS and Android devices is almost evenly split, a teacher is often unable to make decisions which satisfy the entire class. This paper shows details of a 2014 study in mobile usage trends (among Japanese university students) and derives input from a panel of educators who investigate mobile use in education for language learning purposes. Panel discussion and floor interaction revealed similar challenges across platforms, and possible solutions for these problems in teacher education and administrative cooperation.
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CUE SIG Technology Workshop 2013年12月1日 JALTImagine having to correct 45 800-word essays with a 4 day deadline while dealing with a 3 hour daily commute and teaching 16 Koma at two different universities - Going Paperless is not only the common sense way to go, it's the only way to go, especially if you have to get that work done on crowded trains. In my segment, I'll show you how the number one rated iPad app, Goodreader, is the ultimate tool for this kind of work load.
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EUROCALL Conference 2013年9月13日Error correction in the EFL writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Firkins, Forey, & Sengupta, 2007; Van Beuningen, De Jong, & Kuiken, 2011). This presentation is inspired by research that suggests student dependency on teacher corrective feedback yields few long-term benefits for the developing writer. (Bruton, 2009; Lee, 2004). Encouraging the learners to view mistakes as part of the learning process needs to be followed up with post-writing activities that help them become more accountable and more autonomous in develop accurate texts. In this presentation I will show how I use technological resources to scaffold the learners to approach to error correction that has positive knock-on effects for writing accuracy.
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CamTESOL Conference 2013年2月23日While English continues to be the global language of choice for communication, business and technology, the opportunities to practice using the language especially in countries where it is taught as a foreign language remains frustratingly low. The rapid development of Web 2.0 technologies offers a large range of opportunities for such students to develop their speaking and listening skills collaboratively. In this workshop, I demonstrated how students use free video screen capture software along with Power Point to create individual news reports. The news report also have follow-up questions created by the students pertaining to the content of the news items. Finally, the news reports are shared as a class and the students have a chance to listen to each other’s work and answer the questions that they each created. The answers are then shared as a group.
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My Share 2012年12月16日 Yokohama JALT ChapterIn this presentation I showed how I have been responding to errors in free writing tasks using tech resources while at the same safeguarding the anonymity of the writers so that they could continue to feel “free” to explore expression through writing.
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The 31st Tokyo English Language (TEL) Book Fair and ELT EXPO 2010年11月6日Presentation based on incorporating an online flashcard creation program in reading & writing courses at the University level including observations of classroom application and suggestions for improvement.
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The 2007 ELT EXPO and Book Fair, Tokyo 2007年11月3日Presentation based on using authentic news videos in the classroom.
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Chapter Presentation 2005年2月20日 Yokohama JALT Chapter
所属学協会
5共同研究・競争的資金等の研究課題
1
お知らせ
【連絡事項】
成蹊大学専任教員各位
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