研究者詳細

教職員基本情報
氏名
Name
CROKER,Robert ( クロッカー ロバート , CROKER,Robert )
所属
Organization
総合政策学部総合政策学科
職名
Academic Title
教授
専攻分野
Area of specialization

Gender and diversity in Japan.
Research methods in sociology, particularly fieldwork research methods and qualitative research approaches.

学会活動
Academic societies

Anthropology of Japan in Japan (AJJ)
Japan Association for Language Teaching (JALT)

社会活動
Community services

Nagoya City Primary School Twilight School Nanzan University volunteer program organizer (2009 to 2015)
Seminar Director, Thailand Mukdahan Province Teacher Training program(2000)
Teacher trainer, CANHELP THAILAND(1998〜1999)

著書・学術論文数
No. of books/academic articles
総数 total number (19)
著書数 books (1)
学術論文数 articles (19)

出身大学院
大学院名
Grad. School
修了課程
Courses
   Completed
修了年月(日)
Date of Completion
修了区分
Completion
   Classification
名古屋大学大学院国際開発研究科国際開発専攻 未設定  2002年11月  修了 
詳細表示
取得学位
       
学位区分
Degree
   Classification
取得学位名
Degree name
学位論文名
Title of Thesis
学位授与機関
Organization
   Conferring the Degree
取得年月(日)
Date of Acquisition
修士 Masters of Linguistics (TESOL)    Macquarie University Department of Linguistics Linguistics  2004年10月 
博士 Ph.D. (International Development)  A Learner-Centred Approach to Teaching English as a Foreign Language in Rural Thai Junior High Schools  Nagoya University Graduate School of International Development  2002年12月 
修士 Masters of Arts (International Development)    Nagoya University  1997年03月 
学士 Bachelor of Economics    Sydney University Economics Political Economy  1988年12月 
詳細表示
研究経歴
長期研究/短期研究
Long or Short
   Term research
研究課題名
Research Topic
長期研究  comparative sociology 

概要(Abstract) Focusing upon the life course, gender and diversity, comparing Japan with other countries in Asia, Europe, and North and South America 

長期研究  anthropology of Japan 

概要(Abstract) As I teach fieldwork research methods and Japanese contemporary culture classes, I am interested in how anthropological research is conducted in Japan.
I also take Japanese students to do fieldwork in Malaysia and Thailand, in policy studies. 

長期研究  qualitative research methods 

概要(Abstract) I am particularly interested in understanding how different qualitative research data creation methods, such as observations, think-alouds, interviews and focus groups, and journals and diaries, are used in research. I'm also interested in using stimuli in interviews to create richer, stronger data. 

長期研究  mixed methods research 

概要(Abstract) Understanding how qualitative and quantitative research methods can be used together, in research about sociology, anthropology, and applied linguistics. 

詳細表示
著書
年度
Year
著書名
Title of the books
著書形態
Form of Book
NeoCILIUS
   請求番号/資料ID
Request No
出版機関名 Publishing organization,判型 Book Size,頁数 No. of pp.,発行年月(日) Date
2009  Qualitative Research in Applied Linguistics: A Practical Introduction  共編著   
Palgrave Macmillan  , A5  , 231  , 2009/07   

概要(Abstract)  

備考(Remarks) A practical introduction to using qualitative research in applied linguistics research. 

2003  Oral Communication 2  共著   
Screenplay  , B5  , 144  , 2003/03   

概要(Abstract) Oral communication textbook based on using movies in the classroom to motivate and instruct students 

備考(Remarks) Officially approved Mombukagakusho textbook for second-year high school oral communication classes 

詳細表示
学術論文
年度
Year
論文題目名
Title of the articles
共著区分
Collaboration
   Classification
NeoCILIUS
   請求番号/資料ID
Request No
掲載誌名 Journal name,出版機関名 Publishing organization,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2018  Exploring Japanese high school English teacher perspectives on active learning  共著   
Academia (Literature and Language)  , Nanzan University  , 104  , x-y  , 2018/06   

概要(Abstract) Periodically, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) revises the courses of study for each level of education – primary, junior high school, and high school. From 2022, the revised course of study for high schools will take effect. One of its significant features is the adoption of an active learning approach. This present study investigates how Japanese high school teachers of English feel about active learning and what training they would like to receive. A 51-item online questionnaire was answered by 65 teachers from one prefecture in central Japan. Almost all of these teachers had positive attitudes towards an active learning approach, felt that they would be able to implement that approach in their classrooms, and wanted to learn more about active learning. Two problems were the lack of computers, screens and projectors in classrooms, and teachers not being sure how to assess active learning tasks and activities.  

備考(Remarks)  

2017  Local university students supporting Japanese students’ fieldwork in Thailand: Learning opportunities, motivation changes, and identity shifts  共著   
Academia (Social Sciences)  , Nanzan University  , 14  , 63-85  , 2018/01   

概要(Abstract)
On some short-term university study abroad programs, host universities provide local students to help visiting students with their language learning and fieldwork. Previous research focused on the learning processes and outcomes of visiting students; however, this case study seeks to understand the experiences of the local students. In the summer of 2017, 25 local Thai students assisted 24 visiting Japanese university students to learn Thai and conduct fieldwork in northeast Thailand. At the end of the program, the Thai students completed an extensive written questionnaire. Results indicate that the local Thai students improved their Japanese language proficiency and learned a great deal about Japanese culture. This lead to some identity shifts, as they began to adopt Japanese ways of being, doing, and thinking. Greater language proficiency and a deeper cultural understanding improved their confidence and motivation to interact in Japanese, and spurred some to want to study harder. The local Thai students did become much more interested in travelling in Japan, but only moderately more interested in studying and living there. Both dispatching and hosting universities have an obligation to consider how to maximize learning opportunities not only for visiting students but also for local students as well. 

備考(Remarks)  

2017  Active learning in the Japanese high school English classroom: How far have teachers already come?   共著   
Academia (Literature and Language)  , Nanzan University  , 103  , 63-77  , 2018/01   

概要(Abstract) Under the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) new course of study, Japanese high school teachers will adopt an active learning approach from 2022. To help teacher educators and trainers prepare Japanese high school teachers for this shift, this study sought to understand how familiar Japanese high school teachers of English are with active learning and what active learning tasks and activities they are already doing. A 51-item online questionnaire was answered by 65 teachers from one mostly rural prefecture in central Japan. Many of the teachers felt that they understood the principles of active learning, and were already doing active learning tasks and activities in their classes. 

備考(Remarks)  

2017  Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand  単著   
Academia (Literature and Language)  , Nanzan University  , 103  , 193-220  , 2018/01   

概要(Abstract) This study aimed to uncover both the particular experiences and to explore the specific aspects within those experiences that 24 student participants in the 2017 Nanzan Asia Program (herein: Thai NAP) deemed most meaningful during their four-week sojourn in Thailand. To that end, three different researchers applied their own lens using three different qualitative methods to analyze written reflections taken from a post-program survey that was given to these students. Accordingly, one researcher used a top-down approach applying Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS). Another researcher used a bottom-up, grounded theory approach that led to the development of four themes that played an important role in students’ experiences. Finally, a third researcher used a bottom-up holistic approach to identify five main steps that the students passed through during the program. Findings from each researcher are discussed within their respective sections and a final group analysis is then offered. It was concluded that using a reflexive approach can provide a deeper understanding of the ways that students constructed meaning during Thai NAP. Suggestions for future research are shared at the end of the paper. 

備考(Remarks)  

2017  Dorm life for exchange students: Language desert or language oasis?  共著   
Bulletin of the Center for Japanese Studies  , Nanzan University  , 1  , 1-20  , 2018/01   

概要(Abstract) There is often an expectation that short-term exchange students living in international dormitories at Japanese universities who are English native speakers will have few opportunities to speak much Japanese, instead tending to use English with each other and their Japanese dorm mates. This paper challenges this belief, presenting a case study of one Australian short-term exchange student, Penny, who developed a Japanese language social network at her small international dorm centered around two of her dorm mates, one Japanese and one Swedish. Based upon data from a detailed daily language diary, in her tenth week in Japan Penny interacted in Japanese outside class for about 24 hours over seven days. She spent almost all that time with her two dorm mates, about ten hours chatting at the dorm itself, on average about an hour and a half each day, and another thirteen hours outside the dorm at a restaurant on Saturday and on a trip on Sunday. For relatively shy students like Penny, dorm mates can be absolutely crucial in providing sufficient opportunities to interact in Japanese during their study abroad experience. For them, the dorm is their oasis – a safe, reassuring space where they can use Japanese every day. 

備考(Remarks)  

2017  Defining active learning: From the perspective of Japanese high school teachers of English  共著   
朝日大学一般教育紀要  , Asahi University  , 42  , 65-79  , 2017/12   

概要(Abstract) There is increasing interest in Japan in using active learning approaches in classrooms at all levels of education, from primary school to university. A number of books have been published in Japan advocating the use of an active learning approach and illustrating how to apply it to classrooms across all levels of education and a range of subjects. Consequently, a plethora of definitions of active learning have also developed. In the academic literature, active learning is a multi-dimensional concept comprised of six themes: active, interactive, cognitively engaging, emotionally involving, individualized, and independent learning. Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) documents primarily emphasise the first three (主体的・対話的で深い学び). The definitions of active learning provided by sixty-five Japanese high school teachers of English also mostly focused upon the active and interactive dimensions of active learning, and its cognitive dimensions to a lesser extent. The main implications are that teacher trainers need to not only illustrate how to introduce active learning into the high school classroom but also provide more substantial definitions of active learning. 

備考(Remarks)  

2017  Supporting Japanese students’ fieldwork in Thailand: Perspectives of local student volunteers  共著   
Academia (Social Sciences)  , Nanzan University  , 13  , 73-85  , 2017/06   

概要(Abstract) Participating in a short-term fieldwork program in a foreign country can provide university students majoring in social studies with an important opportunity to experience first-hand another culture and to learn the basic steps in doing fieldwork. Many of these programs are hosted by local universities, which often provide local student volunteers to assist the visiting student-researchers with their fieldwork. Many studies have been published which explore the experiences of the visiting student- researchers; very few studies have been done which seek to understand the perspectives of the local students. This study seeks to fill this gap. Each year, as part of the Nanzan Asia Program (NAP), about twenty second-year Japanese students from the Faculty of Policy Studies go to Khon Kaen University (KKU) in northeast Thailand for a four- week fieldwork program. In the summer of 2016, 24 Nanzan University students participated in the program, assisted by 25 KKU students. At the end of the program, these local students completed an extensive questionnaire which asked for their perspectives on the Thailand NAP program. This paper reports the KKU students’ positive experiences, the problems they met, and how they felt Thailand NAP could be improved. 

備考(Remarks)  

2016  Exchange students creating target language social networks in international dormitories during short-term study abroad sojourns  共著   
国際教育センター  , 南山大学  , 17  , pp. 1-26  , 2017/03   

概要(Abstract) During short-term study abroad language programs, exchange students actively search for opportunities to use the target language but often find it difficult to enter existing host national social networks. This paper reports on a case study of two female foreign exchange students, one eastern European and the other southeast Asian, studying at a Japanese private university, who created target language social networks in the international dormitory where they were staying. The two participants were asked to keep a language diary for one week, detailing where, with whom, and about what they spoke in Japanese outside the language classroom. Both participants also completed a short questionnaire and were interviewed in person. Results showed that their main interlocutors were not only host national (Japanese) students but also other foreign students sharing their dormitories; also, these dormitory-based social networks facilitated the development of language skills and also provided significant cultural, emotional, and social support. This paper is in response to the numerous calls for more detailed, qualitative accounts exploring the experiences of exchange students while they are on their sojourn abroad, particularly of under-represented groups such as European and Asian women studying in Japan, and in under-researched spaces such as international dormitories. 

備考(Remarks)  

2015  Using individual and interactive activities to initially scaffold extensive reading at a Japanese university  共著  ISSN 2384-9045 
AGON (Revista Internationzale di Studi Culturali, Linguistici e Letterari  , Universita degli Studi di Messina, Italia  , 3 (7)  , pp. 128-159  , 2016/03   

概要(Abstract) This paper provides a glimpse into a Japanese university’s English language classroom. It explores a challenge that many language instructors there face – how to help non-language majors begin extensive reading. It questions the usual expectation that students are able to read graded readers proficiently and independently from the beginning. Rather, it proposes an alternative approach, scaffolding students through their initial extensive reading experiences using individual reading and writing tasks and interactive speaking activities. These activities help students meet five challenges that many less-experienced readers face when beginning to read fiction, particularly narrative: how to understand tenses, discourse markers, new vocabulary, reported speech, and pronouns. Using a questionnaire, teacher diaries and student writing, Japanese university non-English major students’ perceptions of this scaffolded approach were investigated in this pilot study. Students (n=41) felt that this alternative approach helped them address the five reading challenges. The paper concludes with some suggestions for further ways to improve this approach. 

備考(Remarks)  

2014  Book Review, Language Teaching Research and Language Pedagogy  単著   
JALT Journal  , Japan Association for Language Teaching  , 36(2)  , 226-229  , 2014/11   

概要(Abstract) This is a book review of Rod Ellis's book, Language Teaching Research and Language Pedagogy, published in 2012 by Wiley-Blackwell. 

備考(Remarks)  

詳細表示
その他研究業績
年度
Year
題名等
Titles
カテゴリ
Category
細目
Authorship
掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2011  Writing Successful Qualitative Research Proposals  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to help them write successful, focused qualitative research proposals. Particularly, I focused upon helping participants develop practical research topics. 

2011  Ready for Action (Research)! Where do I start?  presentation  単著 
Nagoya  , English Teachers Japan - Aichi (ETJ-Aichi)   

概要(Abstract)  

備考(Remarks) A workshop for teachers working in elementary schools, junior and senior high schools, language schools, and universities, to introduce the basic principles and practices of action and classroom research. 

2011  The Art and Craft of Action Research  presentation  単著 
Nagoya  , Nagoya University of Foreign Studies   

概要(Abstract)  

備考(Remarks) A workshop for junior and senior high school teachers working in Japanese schools who are doing or who are considering doing action research in their classrooms. 

2011  The Craft of Writing Research Questions  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to help them practical feasible research questions. 

2011  Qualitative Research in Education: Data Creation Methods  presentation  単著 
Izmir, Turkey  , Izmir University   

概要(Abstract)  

備考(Remarks) A one-day workshop for 500 Turkish education researchers, including faculty, graduate students, and invited researchers, to introduce the wide variety of ways to create data in qualitative research. 

2011  Qualitative Research in Education: Crafting Purposeful Research Designs  presentation  単著 
Izmir, Turkey  , Institute of Educational Sciences, Dokuz Eylul University   

概要(Abstract)  

備考(Remarks) A presentation to 500 Turkish researchers, providing an introduction and overview of qualitative research methods in education. 

2011  Qualitative Research in Education  presentation  単著 
Izmir, Turkey  , Turkish Air Force Language School   

概要(Abstract)  

備考(Remarks) A presentation and workshop for language teachers at the Turkish Air Force Language School in Izmir, Turkey, explaining how qualitative research methods can help language teachers understand their classrooms. 

2011  Research Design for Language Classroom Research  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to create appropriate research designs, matching their research questions with ways to create qualitative data. 

2010  Qualitative Research in Applied Linguistics  presentation  その他 
Penang, Malaysia  , Universiti Sains Malaysia   

概要(Abstract) Postgraduate Lecture Series to applied linguistics students at USM 

備考(Remarks)  

2010  Let's begin action research in your classroom!  presentation  単著 
Nagoya  , Nanzan University   

概要(Abstract)  

備考(Remarks) A MEXT presentation for relicensing junior and senior high school teachers. This was a one-day workshop to introduce teachers to action research, explaining the action research cycle, helping them focus on appropriate research topics, and illustrating different ways to create data in the language classroom. 

詳細表示
研究発表
年度
Year
題目又はセッション名
Title or Name of Session
細目
Authorship
発表年月(日)
Date
発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.
2017  International student dormitories: Target language oasis or desert?  単独  2018/02/28 
Professional Development Series  , School of Languages, Literacies and Translation, Universiti Sains Malaysia   

概要(Abstract) During short-term study abroad language programs, many exchange students actively search for opportunities to use the target language but often find it difficult to enter existing host national social networks, particularly if they are staying at an international student dormitory. This paper reports on the experiences of three female foreign exchange students, one Slovakian, one Australian, and the other Indonesian, studying Japanese at a Japanese university, and explains how they created target language social networks in the international dormitories where they were staying. The three participants were asked to keep a language diary for one week, detailing where, with whom, and about what they spoke in Japanese outside the language classroom, ten weeks after they arrived in Japan and entered the dormitory. The participants also completed a short questionnaire and were interviewed in person. Results showed that for these three students the international student dormitories were a target language oasis, providing numerous sustained opportunities for interaction in the target language. The main interlocutors were not only host national (Japanese) students but also other foreign students sharing their dormitories; also, these dormitory-based social networks facilitated the development of language skills and provided significant cultural, emotional, and social support. This research project is in response to the numerous calls for more detailed, qualitative accounts exploring the experiences of exchange students while they are on their sojourn abroad, particularly of under-represented groups such as European and Asian women studying in Japan, and in under-researched spaces such as international dormitories. This is a joint research project with Professor Nanako Machida, Director of the Center for Japanese Studies at Nanzan University. This presentation will be of interest to instructors who teach students who might study abroad in the future, to graduate students researching about the experiences of students studying abroad or in the social networks that language students create outside the language classroom, and to students who are thinking about studying abroad in the future. 

備考(Remarks)  

2017  Presentation proposal writing workshop  単独  2018/01/13 
West Tokyo JALT Chapter Meeting  , JALT   

概要(Abstract) The 2018 JALT National Conference will be held in late November in Shizuoka. This month’s workshop will help you prepare your proposal for the conference. The proposal process, the different types of presentations, the evaluation criteria, and ways to write strong proposals are explained, looking at examples of previous successful and unsuccessful submissions. You will have a chance to talk through your proposal ideas with other participants, and to draft a proposal and have feedback from other participants.  

備考(Remarks)  

2017  Exchange students creating Japanese language social networks in international dormitories during short-term study abroad in Japan  共同  2017/04/23 
2017 Spring Workshop  , Anthropology of Japan in Japan   

概要(Abstract)  

備考(Remarks)  

2016  The Ten Steps of Research Design  単独  2017/01/28 
1月研究法研究会  , LEARN    

概要(Abstract)  

備考(Remarks)  

2016  Using Mixed Methods Approaches to Explore Learners’ Extensive Reading Experiences  単独  2016/10/01 
9th Annual Extensive Reading Seminar  , JALT Extensive Reading SIG   

概要(Abstract)  

備考(Remarks)  

2016  Short-term Study Abroad Experiences of Japanese University Students in Malaysia  共同  2016/09/10 
9月研究法研究会  , LEARN   

概要(Abstract)  

備考(Remarks)  

2016  Focus Groups  単独  2016/07/30 
夏集中研究法研究会  , LEARN   

概要(Abstract)  

備考(Remarks)  

2016  Mixed Methods Research Approaches in English SLA Research  単独  2016/07/20 
文学・語学系列第1回研究例会  , 南山学会   

概要(Abstract)  

備考(Remarks)  

2016  Interviewing strategies: Using simple fact questions  単独  2016/07/02 
July monthly meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

2016  Regression  単独  2016/07/02 
July monthly statistics meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

詳細表示
研究助成
年度
Year
助成名称または科学研究費補助金研究種目名
Name of grant or research classification for scientific research funding
研究題目
Research Title
役割(代表/非代表)
Role
助成団体
Granting body
助成金額
Grant amount
2008  科学研究費補助金  ボランティア活動でのリーダーシップ経験を通した学習者能力と自信の育成に関する研究 
Co-researcher  日本学術振興会  810,000 

研究内容(Research Content)  

備考(Remarks) 近年、言語学習の分野において、「自主的学習」の重要性についての認識が高まってきている。自主的学習者が教師依存の学習者よりも優れた成果を上げることが数々の研究によって報告されている。しかし、「自主的学習」と「独学」とは同義ではない、という認識は重要である。自ら、自発的に決定した目標を持つ学習者により構成された「学習コミュニティ」は、学習者にとって最も望ましい環境であるといえる。申請者達が行ってきている「学習者の自主性」に関する研究(Heigham:科学研究補助金若手研究B H16-18)から、「自主的学習者コミュニティ」への参加者は、参加していない者と比較して、学習に対するモチベーション、学業成績、他者に対する関心と責任感において、より高い数値を示しているという知見を持つに至った。本研究は、後輩に対する学習指導や地域における英語教授のボランティア活動への参加によって、大学生がどのような影響を受け、どれほどの変化を経験するかを調査研究することで、「自主的学習者コミュニティ」への参加の意義について検証しようとするものである。 

2004  南山大学パッヘ研究奨励金I-A-2  How students should do out-of-class extensive listening and reading in the English language program 
main researcher  Nanzan University   

研究内容(Research Content) Research subsidy 

備考(Remarks) Helped introduce extensive listening into the Nanzan English Program At Seto; wrote one research article; gave two presentations 

2001  南山大学パッヘ研究奨励金I-A  Using the Narrative Mind 
  Nanzan University   

研究内容(Research Content) Research subsidy 

備考(Remarks) Published 2 Papers, edited 1 journal, gave 4 presentations. 

詳細表示
教育活動
年度
Year
タイトル
Title
内容等
Content
活動期間
Period of Activities
2012  action research for language teachers 

Meeting with junior and senior high school teachers and university instructors monthly to support their action research projects, organized through Nagoya University of Foreign Studies  

2012/04/01-2017/03/31 
2011  Language Education and Action Research Network (L.E.A.R.N.) 

The purpose of LEARN is to support teachers in the Tokai region to do language research in their own classrooms, principally using qualitative research methods. These workshops are designed to create a supportive environment for such teachers, and to help create a community of teacher-researchers, through a series of workshops and individual consultations. 

2011/04/01-2017/03/31 
詳細表示
著書・学術論文に関する統計情報
年度
Academic Year
学術研究著書の件数
No. of Academic Books
学会誌・国際会議議事録等に掲載された学術論文の件数
No. of Academic Articles in Journals/Int'l Conference Papers
学内的な紀要等に掲載された学術論文の件数
No. of Academic Articles Pub'd in University Bulletins
学会受賞等の受賞件数
No. of Academic Awards Received
国際学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at Int'l Academic Conferences
国際学会での研究発表の件数
No. of Presentations of Papers at Int'l Academic Conferences
国内学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at National Academic Conf.
国内学会での研究発表の件数
No. of Papers Presented at National Academic Conf.
2017 
2016 
2015 
2014 
2013 
2012 
2011 
2010 
2009 
2008 
詳細表示

2018/03/19 更新