Seikei Institute for International Studies
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  2. DANIEL FERREIRA

DANIEL FERREIRA

  (FERREIRA DANIEL)

Profile Information

Affiliation
Associate Lecturer, Seikei Institute for International Studies, Seikei University
Degree
Bachelor of Arts(McGill University)
M.A. in English Language Teaching(University of Technology Sydney)
Doctor of Education(Northcentral University)
Researcher number
90594094
J-GLOBAL ID
201301078996297390
researchmap Member ID
7000006671

2015-2019: Northcentral University, Faculty of Education, Department of Education, Doctoral Research (Online)

Research Interests

 9

Research Areas

 2

Research History

 9
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Awards

 5

Papers

 19
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Misc.

 4
  • P. Wadden, J, Peterson D. Ferreira
    FD Newsletter, 22(1), Jul, 2017  Peer-reviewedInvited
    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).
  • D. Ferreira
    FD Newsletter, 22(1), Jun, 2017  Peer-reviewedInvited
    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.
  • Paul Wadden, Ed Rush
    Accents Asia, 8(2) 135-142, Apr, 2016  Peer-reviewed
    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.
  • Travis Cote, Brett Milliner, Simeon Flowers, Dan Ferreira
    PeerSpectives, (12) 37-40, Mar, 2014  Peer-reviewedInvited
    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.

Books and Other Publications

 2
  • Robin Throne, Dan Ferreira (Role: Joint author, Data collection and interpretation)
    Routledge handbook, Jan, 2022
  • FERREIRA DANIEL I (Role: Joint author, p.109-114)
    Routledge, Nov 1, 2018 (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.

Presentations

 47
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Professional Memberships

 5

Research Projects

 1

Other

 1
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