Seikei Institute for International Studies
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
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
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