■ 学会発表
| 1. |
2024/11/18 |
An approach for graduate students’ proposal writing class（The 50th Japan Association for Language Teaching (JALT) International Conference） |
| 発表年月日 | 2024/11/18 | | 発表テーマ | An approach for graduate students’ proposal writing class | | 会議名 | The 50th Japan Association for Language Teaching (JALT) International Conference | | 主催者 | JALT | | 学会区分 | 国際学会 | | 発表形式 | シンポジウム・ワークショップ パネル（公募） | | 単独共同区分 | 単独 | | 国名 | 日本 | | 開催地名 | Shizuoka | | 開催期間 | 2024/11/16～2024/11/18 | | 概要 | In this workshop, I will demonstrate how I taught a research proposal writing course for graduate students at a bilingual university in Japan. This course was offered in the winter term in AY2023, and the class met twice a week. There were nine students whose academic background and major varied. For example, two students were international students and six students were fourth-year university students enrolled in the five-year program. Four students majored in natural sciences, and the remaining students’ majors were either humanities or social sciences. In this diverse class, based on the previous instructors’ teaching materials and my own learning experience as a Ph.D. student, I made various materials to make their learning experience meaningful. To be specific, I covered the general topics of academic writing, such as academic tone and style, cohesion, and flow. As homework, I asked my students to submit the first three chapters of their MA thesis chapter by chapter and had a tutorial five times. To make their writing experience easier, the students analyzed the writing samples and confirmed typical components in each chapter of their proposal. Following this, they needed to find a sample MA thesis in their field, make an outline, and explain it to other students in class. The workshop participants will experience some of the activities. If the participants teach any writing classes at a university level or above, they can find some useful tips to make their course relevant, interactive, and fun. | |
| 2. |
2024/08/29 |
A curriculum revision of a year-long extensive reading course at a bilingual university in Japan（The 63rd JACET International Convention Program） |
| 発表年月日 | 2024/08/29 | | 発表テーマ | A curriculum revision of a year-long extensive reading course at a bilingual university in Japan | | 会議名 | The 63rd JACET International Convention Program | | 主催者 | JACET | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 国名 | 日本 | | 開催地名 | Aichi | | 概要 | In this presentation, I will explain how the curriculum and materials of a year-long extensive reading (ER) course were revised based on student and teacher feedback. In AY2023, as a coordinator of this ER course, there were various aspects that needed to be changed. For example, although a paid online ER platform called Xreading (xreading.com) was employed during the COVID-19 pandemic, our university’s English program decided to use printed graded readers at the library and a platform called Mreader (mreader.org) where the students can take quizzes on the graded readers for free. Because of this change, I made necessary adjustments in the spring term. In the autumn term when the students experience a reading circle activity (Furr, 2011) by reading the same fiction books as other students, I decreased the available roles for this activity. In the past, there were six roles: summarizer, word master, discussion leader, connector, passage person, and culture collector. However, in AY2023, I decided to remove “summarizer” so that everyone can collaboratively summarize the book and take out “word master” so that the students can better concentrate on the book’s content while reading. Furthermore, I made the remaining four roles more transparent and prepared new materials so that the students can understand these roles more clearly. In the winter term when the students can choose only non-fiction books with other students, I made some new activities on how to make “good” discussion questions related to the books. This presentation will elaborate on how the students’ and teachers’ feedback were incorporated into the curriculum revision. By seeing this presentation, the participants can get some practical tips for improving their ER class regardless of the platform they use. At the end of the presentation, I will present how the course was further revised in AY2024 | |
| 3. |
2023/02/04 |
The development of second language writing teacher expertise in a Japanese university（The 24th Temple University Applied Linguistics Colloquium） |
| 発表年月日 | 2023/02/04 | | 発表テーマ | The development of second language writing teacher expertise in a Japanese university | | 会議名 | The 24th Temple University Applied Linguistics Colloquium | | 主催者 | Temple university, Japan | | 学会区分 | 全国学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Osaka, Japan | | 概要 | Recently, more applied linguists have started researching second language (L2) writing teacher expertise. One of the pioneers was Lee and Yuan’s (2021) study, targeting a few experienced primary and secondary school English teachers in Hong Kong. They reported six features of these experienced teachers’ L2 writing teacher expertise and several possible factors that had affected the development of their L2 writing teacher expertise. In the present study, by viewing teacher expertise as a process rather than expert performance, I am going to focus on both experienced and relatively less experienced university English teachers who teach writing in the same program. By employing a multiple-case study, I will investigate how the participants develop or maintain their L2 writing teacher expertise. To provide thick descriptions, I am planning to collect various qualitative data, such as semi-structured interviews, classroom observations, and reflective journal writing, over one and a half years and analyze them. | |
| 4. |
2021/03/20 |
Exploratory research on successful and less successful learners at an English-Japanese bilingual university in Japan（AAAL 2021 Virtual Conference） |
| 発表年月日 | 2021/03/20 | | 発表テーマ | Exploratory research on successful and less successful learners at an English-Japanese bilingual university in Japan | | 会議名 | AAAL 2021 Virtual Conference | | 主催者 | AAAL (American Association for Applied Linguistics) | | 学会区分 | 国際学会 | | 発表形式 | ポスター | | 単独共同区分 | 共同 | | 開催地名 | online | | 概要 | This poster reports on the strategies Japanese students employ and other possible psychological factors involved when improving academic English abilities during their first year at a bilingual university in Tokyo. The research is exploratory in that it explores factors, such as classes, classmates, textbooks, and psychological factors, that may influence how well students learn English. In this university, students enrolled in the English education program take TOEFL ITP as the entrance exam and IELTS as the exit exam. The scores from both tests are converted into CEFR levels, and compared with some other independent variables. Our previous analyses with conventional statistical methods and structural equation modeling found that in general, students improve their English over the first year and that various factors, such as number of classes and overseas study, may influence their improvement to varying degrees. Moving into the next phase, the current research involves conducting interviews with selected participants to explore what other factors may influence students' progress. Participants were chosen from the pools of both successful students who improved their English by at least one CEFR level and less successful students who did not improve in terms of CEFR level. The data from semi-structured interviews were transcribed and analyzed employing open coding. The results indicate that the students studied English in multiple different ways, that various psychological factors and group dynamics are involved, and students’ familiarity with test formats affected the development of their English. This research is funded by the Eiken Foundation in Japan. | |
| 5. |
2019/11/24 |
Analysis on successful and less successful learners at a Japanese university（The Applied Linguistics Conference 2019） |
| 発表年月日 | 2019/11/24 | | 発表テーマ | Analysis on successful and less successful learners at a Japanese university | | 会議名 | The Applied Linguistics Conference 2019 | | 主催者 | ALAA (Applied Linguistics Association of Australia), ALANZ, and ALTANZ | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 共同 | | 開催地名 | Perth, Western Australia | | 概要 | This research investigates how well Japanese students improve their academic English abilities during the first year at a bilingual university in Tokyo. The current research is exploratory in that it looks for factors that may be influenceing how well students learn English, such as classes, classmates, textbooks, and psychological factors. Our previous descriptive and inferential analyses with conventional methods and structural equation modelling found that in general, students improve their English over the first year and that various factors, such as a number of classes and overseas study, may influence their improvement to varying degrees. Thus, this paper explores what other factors may influence students' progress by conducting interviews on selected participants. They were chosen from the pools of both successful students who improved their English by at least one CEFR level and less successful students who did not improve in terms of CWFR level. The data were analyzed employing open coding. The results show that the students studied English in multiple different ways and that various psychological factors and group dynamics are im\nvolved in the development of their English. This research is funded by Eiken Foundation in Japan. | |
| 6. |
2019/11/03 |
Mixed methods research on English test scores（JALT 45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition） |
| 発表年月日 | 2019/11/03 | | 発表テーマ | Mixed methods research on English test scores | | 会議名 | JALT 45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition | | 主催者 | JALT | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 共同 | | 開催地名 | Aichi | | 概要 | This is a follow-up study of our analyses of the Japanese college students’ English test scores reported in the JALT’s international conference in 2018. In the previous study, we examined more than 1,000 students’ placement and exit tests’ scores and confirmed the fact that most of the students’ English skills improved by 1 CEFR level after studying in a one-year semi-intensive English program at this university. Furthermore, we used a Structural Equation Model (SEM) and AMOS, and succeeded in proving the causal relationship between the English gains and their short-term study abroad experience as well as the number of English classes they took in the English program. However, we failed to discover other factors. Thus, in this present study, the most recent cohort’s test scores were analyzed quantitatively, and then we interviewed 10 students and analyzed the possible factors which could influence their English gains qualitatively. Among 10 students, 5 participants were those who improved their exit test’s scores drastically and the other 5 participants were those who made little improvement on the exit test. A semi-structured interviews were conducted in Japanese and the data were transcribed, coded, and analyzed. We examined not only their inner factors such as their motivation to study English, their willingness to communicate, and the presence of English speaking selves; but also their environmental factors such as their use of English inside and outside the English program, their experience of taking the same placement and exit tests, and their participation in a test preparation course. | |
| 7. |
2019/10/19 |
Multimedia resources to teach and apply critical thinking skills（第25回ATEM（映像メディア英語教育学会）全国大会） |
| 発表年月日 | 2019/10/19 | | 発表テーマ | Multimedia resources to teach and apply critical thinking skills | | 会議名 | The 25th ATEM (The Association for Teaching English through Multimedia) National Convention | | 主催者 | ATEM | | 学会区分 | 全国学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Kyoto | | 概要 | With advancements in technology and an increase in environments equipped with high technology at the tertiary level, the use of multimedia resources has become popular for English teaching. Even though including critical thinking skills in the field of TESOL is controversial, the Ministry of Education, Culture, Sports, Science and Technology promotes advanced thinking skills in primary and secondary schools in Japan. As a result, many universities have been adding critical thinking skills both inside and outside of their English programs.
In this presentation, the presenter will introduce how he used multimedia resources to promote critical thinking skills in one of the core reading courses of an English program at a bilingual university in Tokyo. In the spring term of 2018, he incorporated multimedia resources in three different ways when he taught a text about propaganda. To begin with, as a method of introducing the text, he showed a part of a DVD. The lecturer in the DVD discusses several reasons why people believe in pseudoscience. The content of the video slightly overlaps the content of a reading on propaganda given to the students to analyze. Therefore, the video functions well as an introduction of the theme of the reading. Second, when the students read and analyzed the body part of the text which discusses seven techniques of propaganda, he assigned group presentations. He asked each group to find concrete examples of one of these techniques in Japan and in other countries, encouraging the students to use multimedia resources. In fact, many groups employed relevant videos, such as politicians’ speeches and commercials, which use their assigned propaganda tactic. Additionally, some groups created their own video by using their skills and knowledge outside the English program. The inclusion of these new videos made their presentations more impressive. Third, the last part of the DVD used in the introductory lesson was shown for the students to apply what they had learned from the reading. Since the text introduces the definition of propaganda and other forms of communication, such as education and advertising, following these definitions, the students were asked to analyze and decide which definition should be applied to the DVD itself.
The aim of this presentation is to inform the attendees about what video as well as which parts of the video were used, how the presenter incorporated these videos into his reading classes, and in what ways he helped the students find suitable videos for their presentations. It is also hoped that the attendees can learn about how they can incorporate multimedia resources in their English classes effectively, and how they can support the students’ use of multimedia resources for their learning. | |
| 8. |
2018/12/16 |
Teaching presentation skills through multimedia resources（第９回ATEM東日本大会） |
| 発表年月日 | 2018/12/16 | | 発表テーマ | Teaching presentation skills through multimedia resources | | 会議名 | ATEM 9th Higashi Nihon Conference | | 主催者 | ATEM | | 学会区分 | 地方学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Tokyo | | 概要 | Teaching presentation skills has been popular not only at universities but also at secondary schools in Japan. However, there are many instructors who are not confident about how to teach presentation skills. In this presentation, the presenter will talk about his approach to teaching presentation and introduce what kind of presentation DVDs and video clips he uses to teach basic and advanced presentation skills at a bilingual university in Tokyo. He incorporates these multimedia sources in order to increase students’ awareness of effective and ineffective presentations in terms of elements such as posture, voice, slides, and organization. In addition, he will explain about the follow-up activities he created and conducted so that students could put what they learned from the videos into practice. The participants can learn useful multimedia sources as well as activities for their presentation classes, and increase their confidence of teaching presentation courses at the secondary and post-secondary levels. The students’ feedback will also be shared. | |
| 9. |
2018/08/20 |
Transforming a grammar course from teacher-centered to student-centered（The 1st JACET Summer (45th) and English Education (6th) Joint Seminar） |
| 発表年月日 | 2018/08/20 | | 発表テーマ | Transforming a grammar course from teacher-centered to student-centered | | 会議名 | The 1st JACET Summer (45th) and English Education (6th) Joint Seminar | | 主催者 | JACET | | 学会区分 | 全国学会 | | 発表形式 | ポスター | | 単独共同区分 | 単独 | | 開催地名 | Kyoto | | 概要 | Although active learning has been promoted in English education in Japan, English instructors at a university level often feel difficulties in making their grammar lessons active and interactive. Particularly when new grammar items are introduced to the class, it seems unavoidable for the instructors to incorporate a lecture-style teaching by using PowerPoint slides or textbooks. Until 2015, such a teacher-centered grammar course had been offered as one of the elective courses for freshmen at a bilingual university in Tokyo. While many students commented that they were able to learn new useful grammatical techniques such as hedging, nominalization, and old-to-new information structure by taking this course, they also complained that they could not have enough time to communicate with other students in class. Therefore, as one of the coordinating instructors of this course in 2016 and 2017, the materials and lesson plans were revised and more communicative grammar course was implemented without changing the course content covered in the previous grammar course. For example, worksheets with communicative tasks were created and the instructors were asked to use them instead of PowerPoint slides. Also, more information gap activities were included to help promote communication between students. Course evaluations were conducted in the autumn and winter terms in 2017 and the data from more than 120 students taught by five different instructors were analyzed. According to the students, the course became more interactive. The presenter will explain how he transformed the course into a more student-centered one through his techniques, hoping that the participants who teach not only at tertiary, but also secondary levels can get some practical tips for making their grammar lessons more active and communicative. | |
| 10. |
2018/08/02 |
Influences of living location on English test scores of Japanese university students（4th International Conference on Interactivity, Language & Cognition） |
| 発表年月日 | 2018/08/02 | | 発表テーマ | Influences of living location on English test scores of Japanese university students | | 会議名 | 4th International Conference on Interactivity, Language & Cognition | | 主催者 | ISSILC | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 共同 | | 開催地名 | Honolulu | | 概要 | This paper reports the analyses of test scores of more than 300 Japanese university students in Tokyo, Japan. In this non-English speaking context, those who lived overseas before entering university tended to score higher on English tests than those who did not, and the longer they lived overseas, the higher their scores. At the university of the current study, it was also the case. Based on this finding, two questions emerged: Do those who lived in an English-speaking country (ENG) generally get a higher score than those who lived in a non-English-speaking country (Non-ENG) or those who did not live overseas (Non-OVER)? Also, do ENG students improve their English as much as Non-ENG or Non-OVER? To answer these questions, statistical analyses, including Independent t-tests and Analyses of Variance (ANOVAs), were conducted, and all the hypotheses were verified. Therefore, these questions might be answered in the affirmative. To the best of our knowledge, however, no research results have been reported on these issues in a Japanese context. The reason for the scarcity of evidence on these seemingly easy-to-answer questions might be partly explained by the fact that very few Japanese universities have enough students who have lived overseas long enough to allow for statistical analysis. The university where the current study was conducted provides a unique environment for SLA research for a variety of reasons, including the fact that a fair number of Japanese students are returnees, mainly from English-speaking countries, and that many others had lived overseas before entering university. This context permits rich and complex analyses of students, which have been challenging in usual settings in Japan or other East Asian countries. | |
| 11. |
2018/06/24 |
How to incorporate Japanese movies and foreign movies with Japanese subtitles in a content-based reading class（ATEM 東日本支部 2018年度 夏季例会） |
| 発表年月日 | 2018/06/24 | | 発表テーマ | How to incorporate Japanese movies and foreign movies with Japanese subtitles in a content-based reading class | | 会議名 | ATEM Higashi Nihon Reikai | | 主催者 | ATEM | | 学会区分 | 地方学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Tokyo | | 概要 | This case-study presentation will report on a university level content-based academic reading course, which aims to teach content as well as reading strategies by using authentic texts. This is a core course for freshman students at a bilingual university in Tokyo and treats two different content areas each term: educational values and argumentation (critical thinking) in the spring term, intercultural communication and issues of race in the autumn term, and ethical issues and visions of the future (peace studies) in the winter term. Although the classes were conducted in English only, the presenter used two Japanese movies and two foreign movies with Japanese subtitles in the final classes. These movies allowed students to apply concepts they had read about and to discuss the texts in more depth. After reviewing the role of L1 in the second language learning classroom, he will explain which movies he chose for which topics and how he presented these movies to the class, discussing the advantages and disadvantages of this approach. | |
| 12. |
2017/09/16 |
Analysis of study abroad summer program（JALT CUE ESP Symposium 2017） |
| 発表年月日 | 2017/09/16 | | 発表テーマ | Analysis of study abroad summer program | | 会議名 | JALT CUE ESP Symposium 2017 | | 学会区分 | 全国学会 | | 発表形式 | ポスター | | 単独共同区分 | 共同 | | 開催地名 | Kanagawa | | 概要 | The purpose of this research is to investigate the improvement in English skills after an English program overseas. It was found that participants in a study abroad program showed more gains with statistical significance than those who did not. Moreover, a comparison between students who graduated from a Japanese high school (JPN) and those who graduated from an international school or school overseas (INT) showed that JPN students benefited from studying overseas more than INT. | |
| 13. |
2016/11/26 |
Semi-flipped listening course as a solution（JALT 42nd Annual International Conference on Language Teaching and Learning & Learning & Educational Materials Exhibition） |
| 発表年月日 | 2016/11/26 | | 発表テーマ | Semi-flipped listening course as a solution | | 会議名 | JALT 42nd Annual International Conference on Language Teaching and Learning & Learning & Educational Materials Exhibition | | 主催者 | JALT | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Aichi | | 概要 | This presentation describes how a semi-flipped course design was incorporated into a weekly listening course at a bilingual university in Tokyo. In 2015, due to difficulties in finding part-time instructors, a biweekly topic-based listening course which uses TED talks and includes group projects had to be changed into a weekly course. The presenter will explain how the course was transformed without changing the learning outcomes and share the students’ evaluations. | |
| 14. |
2016/09/03 |
Designing a one-term course on how to write a primary research paper through content-based instruction（JACET 55th International Convention） |
| 発表年月日 | 2016/09/03 | | 発表テーマ | Designing a one-term course on how to write a primary research paper through content-based instruction | | 会議名 | JACET 55th International Convention | | 主催者 | JACET | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Hokkaido | | 概要 | This case-study presentation will report on an intensive university level content-based writing course, which aims to teach the content as well as how to write a primary research paper. This course is a compulsory elective course for sophomore students at a bilingual university in Tokyo. The students register for the course according to their interest about the content. In this particular course, SLA was used as a topic and 20 students, of whom more than half were interested in becoming a language teacher, took this course. Although the students learned how to write papers by using academic sources during their freshman year, writing a primary research paper could be a new experience. Therefore, the course was carefully designed to scaffold their learning. While covering the content by using a textbook about SLA, writing tips and feedback on their writing were provided as a classroom activity or individually. To deepen their understanding about the content (SLA theories), the students were asked to reflect on their language learning beliefs and their own language learning experiences. Similarly, to have them notice the differences between secondary and primary research papers, they read and analyzed some short sample research papers. At the end of the course, after each student reported on their research paper through a poster session, the students evaluated not only their language learning beliefs and experiences but also the course itself by using the SLA theories. The students’ evaluations and reactions will be shared in addition to how the students’ work and papers were graded. | |
| 15. |
2016/07/31 |
Teaching critical thinking in discussion（JALT Debate and Critical Thinking Conference） |
| 発表年月日 | 2016/07/31 | | 発表テーマ | Teaching critical thinking in discussion | | 会議名 | JALT Debate and Critical Thinking Conference | | 主催者 | JALT | | 学会区分 | 全国学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Aichi | | 概要 | Teaching critical thinking skills in the field of TESOL is a controversial issue. This presentation will introduce a practical way of teaching critical thinking skills in discussions by using the six logic patterns commonly used in debate, and discuss whether these six logic patterns are teachable/learnable in written and spoken form and the effectiveness of this approach. Based on the students’ writing samples, instructor’s observation notes, and the questionnaire, the presenter found that these six patterns were teachable and learnable as well as effective. Another interesting finding was some of the logic patterns were easier for the students to understand and use than others. | |
| 16. |
2016/07/03 |
The foundation of CLIL: Practical tips based on MERRIER approach for TETE（JACET Kanto 10th Anniversary Convention） |
| 発表年月日 | 2016/07/03 | | 発表テーマ | The foundation of CLIL: Practical tips based on MERRIER approach for TETE | | 会議名 | JACET Kanto 10th Anniversary Convention | | 主催者 | JACET Kanto | | 学会区分 | 地方学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 開催地名 | Tokyo | | 概要 | Since Teaching English through English (TETE) is a foundation of CLIL and other English classes in secondary English education, many in-service teacher training workshops and seminars offer a session to improve their English skills and discuss how to conduct TETE. In such a session, it may be useful to introduce a list of classroom English and encourage the teachers to use the phrases, but its effect may be temporal. This presentation will report on an attempt to provide more practical tips for TETE based on MERRIER Approach suggested by Watanabe (1995) in a two-day in-service teacher development summer seminar held at a bilingual university in Tokyo. MERRIER stands for Miming (or Models), Examples, Redundancy, Repetition, Interaction, Expansion, and Rewarding and it is based on Krashen’s input hypothesis (Watanabe, 1995). Fourteen high school teachers who had a wide range of teaching experiences participated in the seminar in 2015 and the first session aimed at introducing the MERRIER Approach theoretically and practically. After the participants understood the basic concept of the MERRIER approach, they experienced two activities which incorporate the ideas of M (Miming) and R (Redundancy). The activities functioned not only as a practical application of MERRIER approach but also as an opportunity to raise their awareness of how they could teach English through English effectively. The presenter will explain these activities and suggest other possible activities related to E (Examples), R (Repetition), I (Interaction), E (Expansion), and R (Rewarding). The participants’ informal feedback will also be shared. | |
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■ 担当経験のある科目
| 1. |
RCA3, RCA4, RW3, RW4, S&L3, S&L4, ATS, R&P, R&E, L&CD, PR, AD, GWC, ER4, AE(Presentation), AE(TOEFL), W for R (for graduate students), and AE (A) (for graduate students)（International Christian University） |
| 科目区分 | 学部教養科目 | | 科目名 | RCA3, RCA4, RW3, RW4, S&L3, S&L4, ATS, R&P, R&E, L&CD, PR, AD, GWC, ER4, AE(Presentation), AE(TOEFL), W for R (for graduate students), and AE (A) (for graduate students) | | 機関名 | International Christian University | |
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