研究者詳細

教職員基本情報

氏名 Name	HOWREY，John ( ハウリー　ジョン , HOWREY,John )
所属 Organization	外国語教育センター外国語教育センター
職名 Academic Title	教授
専攻分野 Area of specialization	Teaching English as a Second Language Formative Assessment and Feedback Rhetoric and Composition Content and Language Integrated Learning (CLIL) Learner Motivation and Engagement Learner Autonomy
学会活動 Academic societies	JALT TESOL
著書・学術論文数 No. of books/academic articles	総数 total number (30) 著書数 books (1) 学術論文数 articles (29)

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
MA Bowling Green State University	未設定	1998年05月	修了

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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	MA TESL		Bowling Green State University	1998年05月

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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	Contrastic Rhetoric
概要（Abstract） To compare 1st and 2nd year Japanese university student writings with 1st and 2nd year American university student writings and look at the similarities and differences between them.
短期研究	Vocabulary Acquisition
概要（Abstract） To measure whether online or print materials are more effective for students to learn vocabulary; to measure the effectiveness of having students self-select vocabulary
短期研究	Writing portfolios
概要（Abstract） To look at portfolios in the writing classroom and measure whether students can see their progress and/or problem areas to improve overall writing fluency.
短期研究	Content-based instruction
概要（Abstract） To look at ways in which content-based instruction in non-English major classes can increase student motivation.

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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
2011	はじめてのLegal Issues:　４０日間トレー二ング　Exploring legal issues in English	共著
	アルク　（ALC)  ， A5  ， 192 p.  ， 2012/02/08
	概要（Abstract） This self-study textbook offers 40 days of lessons in English that cover a variety of issues in the legal world. Their are 12 units. Each unit is ideally covered in three days. On day one, students listen to a dialog to introduce the theme of the unit, practice their note-taking skills and expand their vocabulary. On day two, students read a passage which explains the legal issue in more detail and must show their understanding by answering several comprehension questions. More vocabulary is introduced and earlier vocabulary is consolidated. On day three, students must complete a variety of task-based activities such as grammar exercises, passage completion, organizing ideas, etc. There are also several review units.
	備考（Remarks）

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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
2023	Using Student-created Rubric to Promote Writing Profiency and Learner Autonomy	単著
	Teaching and Learning English in Japanese Classrooms: Teachers' Perspectives  ， Cambridge Scholars  ， pp. 266-295  ， 2023/05
	概要（Abstract）
	備考（Remarks）
2022	Promoting Peer Learning and Student Engagement through COIL	単著
	Connecting Japan and the U.S. through NU-COIL: A Regionally Deep-rooted Tailor-made Education Program  ， Nanzan University  ， 8-9  ， 2023/03
	概要（Abstract） This report explains how I conducted one of my COIL projects involving Nanzan University and North Georgia University.
	備考（Remarks）
2021	Gamifying Extensive Reading	未設定
	Academia: Journal of the Nanzan Academic Society  ， Nanzan University  ， 2022/01
	概要（Abstract）
	備考（Remarks）
2018	Fostering Learner Autonomy through a Variety of Post-reading Activities	単著
	Quaderno 9  ， AGON  ， 17  ， pp. 62-104  ， 2018/04
	概要（Abstract）
	備考（Remarks） This article can be found online: http://agon.unime.it/quaderni/quaderno-9/
2017	Improving Book Reports through Creativity and Variety	単著	ISSN: 1944-6934
	International Journal of Arts and Sciences  ， International Journal of Arts and Sciences  ， Vol. 10, No. 1  ， pp. 487-500  ， 2018/01
	概要（Abstract） Book reports are a standard assignment in English reading classes. When shared orally, book reports can be stimulating, provide a structure for summarizing (Waring, 2007), use all four skills, stimulate critical thinking (Helgesen, 2008), provide a sense of community and provide opportunities for the instructor to act as both guide and model reader (Day & Bramford, 2002). However, book reports can be time-consuming for both teachers and learners and may even interfere with the enjoyment of reading. By reducing the workload and adding variety and creativity to the book reports, this activity can reduce boredom and fatigue as well as be empowering and stimulating. This presentation will look at the benefits of book reports, how to reduce the amount of time and effort students need to complete them, and examples of different book reports teachers can assign.
	備考（Remarks）
2016	Improving Listening Skills through Student-Generated Listening Activities	単著
	Academica  ， Nanzan University  ， 101  ， 121--137  ， 2017/01
	概要（Abstract） This paper looks at a project to develop student listening ability without relying on material that comes from textbooks or online resources. This paper focuses on three activities in which students create their own listening materials in order to recognize the rhythmic structure of English, the functions of stress and intonation to convey information, common word order patterns, and vocabulary and expressions used in everyday conversations.
	備考（Remarks）
2016	Helping your Feedback Feed Forward	単著
	Journal of Teaching and Education  ， University Publications  ， 5/1  ， pp. 551-562  ， 2016/05
	概要（Abstract） For students to learn, they need feedback, either from their instructor or their peers. Yet, students are often unhappy with the feedback they receive. They feel the comments from teachers are too negative, vague, confusing, or late to be of any help. As a result, students feel feedback is something done to them rather than for them. Part of this feeling comes from an overemphasis in many classes of instructors giving summative feedback rather than formative feedback. While summative feedback is a necessary means of assessment and has value in the classroom, formative feedback is more effective in promoting learning. This paper briefly examines the importance of feedback, common complaints with feedback, and differences between summative and formative feedback. This paper then presents two examples of formative feedback used in an English conversation class at a private university in Japan and compares the results with traditional summative feedback offered in another class. The paper concludes by encouraging instructors to offer more formative feedback, feedback that contributes to the learning process, not just the grade book.
	備考（Remarks）
2015	Brava Cola: Using debate in the Business Case Discussion Classroom	共著
	Nanzan Management Review  ， Nanzan University  ， 30/1  ， pp.47-82  ， 2015/06
	概要（Abstract） Communication skills, particularly English communication skills, are essential in the globalized workplace. Employers look for university graduates who can use a foreign language not only for simple communication, but also for professional purposes: graduates who can discuss, present, negotiate, confirm and even argue. However, at university students often struggle with giving their opinions and holding discussions because of a lack of knowledge, a lack of vocabulary, a lack of critical thinking skills, and a lack of confidence. While there are several methods for helping students develop these skills, such as using role-play and drama activities, debate involves the most active learning processes since students learn through conducting research, constructing arguments, analyzing opposing views, working in a group, and sharing information (Lustigova, 2011). This paper will describe the benefits of debate and will present a model of debate using a business case study. The case itself centers on foreign direct investment (FDI). Students are put in the position of working for a company called Brava Cola, which is considering building a bottling plant in a developing country called Matenga. They must consider factors such as the economic benefits and the fact that the nation is ruled by a corrupt dictator with a history of terrorism and human rights abuses. The students are then asked to decide whether their company should invest in Matenga or not. Section one describes a rationale for using debate in an ESL/EFL setting. Section two presents the case described above, together with scaffolding activities that help students develop their business knowledge, their language skills, and their critical thinking skills. Section three presents a model of debate along with variations of the activity which can be used with lower-level language learners.
	備考（Remarks）
2014	Assessing student attitudes to online versus print materials for L2 vocabulary acquisition	共著
	International Journal of Information and Education Technology  ， International Association of Computer Science and Information Technology (IACSIT)  ， 6/1  ， pp. 11-16  ， 2014/10
	概要（Abstract） Past research indicates that learners underutilize second language vocabulary acquisition strategies. This paper presents four different methods of learning English vocabulary from the Academic Word List (AWL), with emphasis on comparing the benefits of print materials versus online materials. The participants in the project were first year English majors at a private university in Japan. One set of students used print materials: vocabulary cards and in class assessment in the first semester and a vocabulary workbook for out of class practice combined with in class assessment in the second semester. The second set of students used online materials: out of class online Moodle activities in the first semester and a workbook combined with out of class online assessment in the second semester. A pretest and posttest were administered to determine how well students learned the material. Students using the print materials slightly outperformed students using the online materials. A survey was given to assess student attitudes toward the different types of materials and toward the method and style of the activities. This paper will discuss the results of the posttests and learner attitudes survey.
	備考（Remarks）
2014	Assessing the Benefits of Paper versus Online Materials for Vocabulary Acquisition	共著
	Proceedings from the 12th International TEFL Conference  ， Asia TEFL  ， 2014/08
	概要（Abstract） This project researched four different methods of providing students with materials for studying vocabulary items in the Academic Word List (AWL): regular in class activities, out of class online Moodle activities, a workbook of vocabulary activities for out of class study combined with regular classroom assessment to check comprehension and progress, and a workbook combined with out of class online assessment through Moodle. All the students who participated in the project were first year English majors at a private university in the Chubu area of Japan. Students were from two classes. One class used the paper materials and the other used the online materials. The study took one year and each method was used for one semester. Students were given a pretest and a posttest to determine the degree to which they had mastered the material presented in the different formats. The results of the posttests were similar across formats, although the method combining a workbook with regular in class assessment showed slightly better results. This presentation will discuss the types of activities provided to the students, the method of evaluation, and possible explanations for the results.
	備考（Remarks）

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学術関係受賞

年度 Year	受賞学術賞名 Name of award	受賞対象となった研究／業績／活動等 Activity for which award given	受賞年月（日） Date
	授与機関 Award presenter
2014	Certificate for Excellent Paper	Best oral presentation in the 2014 5th Conference on Distance Learning and Education	2014年10月08日
	International Association of Computer Science and Information Technology
	備考（Remarks）

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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.
2020	Promoting Peer Learning and Student Engagement through COIL	単独	2021/03/17
	NU COIL Symposium  ， Nanzan University
	概要（Abstract）
	備考（Remarks）
2019	Using Student Created Rubric	単独	2020/03/14
	Hawai'i International Conference on English Language and Literature Studies (HICELLS 2020)  ， University of Hawai'i, Hilo
	概要（Abstract）
	備考（Remarks）
2018	Fostering Learner Autonomy through a Selection of Post-Reading Activities	単独	2018/12/06
	CLaSIC 2018 MOTIVATION, IDENTITY AND AUTONOMY IN FOREIGN LANGUAGE EDUCATION  ， National University of Singapore
	概要（Abstract）
	備考（Remarks）
2017	Improving Book Reports through Creativity and Variety	単独	2018/03/30
	TESOL Chicago 2018  ， TESOL International Association
	概要（Abstract）
	備考（Remarks）
2017	Assessing the Effectiveness of Paper versus Moodle Materials for Vocabulary Acquisition	単独	2018/03/29
	TESOL Chicago 2018  ， TESOL International Association
	概要（Abstract）
	備考（Remarks）
2017	Making Effective Presentations: The Physical Message	単独	2017/09/22
	Nagoya JALT Professional Development  ， Nagoya Chapter of JALT
	概要（Abstract）
	備考（Remarks）
2017	Improving Book Reports through Creativity and Variety	単独	2017/06/26
	International Journal of Arts and Sciences
	概要（Abstract）
	備考（Remarks）
2017	Extensive Reading Post-Activities: Ways to Reduce Student Boredom and Fatigue	単独	2017/06/03
	JCMU Symposium 2017
	概要（Abstract）
	備考（Remarks）
2016	Improving Listening Skills through Student-generated Listening Activities	単独	2016/11/08
	Annual Multidisciplinary Conference of the International Journal of Arts & Sciences  ， International Journal of Arts and Sciences
	概要（Abstract）
	備考（Remarks）
2016	Improving teacher feedback	単独	2016/01/21
	International Journal of Arts and Sciences' Asian American Academic Conference  ， International Journal of Arts and Sciences'
	概要（Abstract） For students to learn, they need feedback, either from their instructor or their peers. Yet, students are often unhappy with the feedback they receive. They feel the comments from teachers are too negative, vague, confusing, or late to be of any help. As a result, students feel feedback is something done to them rather than for them. Part of this feeling comes from an overemphasis in many classes of instructors giving summative feedback rather than formative feedback. While summative feedback is a necessary means of assessment and has value in the classroom, formative feedback is more effective in promoting learning. This paper briefly examines the importance of feedback, common complaints with feedback, and differences between summative and formative feedback. This paper then presents two examples of formative feedback used in an English conversation class at a private university in Japan and compares the results with traditional summative feedback offered in another class. The paper concludes by encouraging instructors to offer more formative feedback, feedback that contributes to the learning process, not just the grade book.
	備考（Remarks）

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教育活動

年度 Year	タイトル Title	内容等 Content	活動期間 Period of Activities
2022	Integrating Extensive Reading into the Classroom	This was a presentation on ways to integrate extensive reading into classroom activities to further engage students.	2022/09/12
2019	Gamifying Extensive Reading	This factulty development session at FLEC focused on ways to incorporate gaming elements into extensive reading to further engage students and help them stay engaged over the course of the academic year.	2019/09/13
2019	Engage Students Online through Schoology	This faculty development session focues on introducing learning management systems (LMS) to provide an online learning environment for students. The presentation introduced the LMS Schoology as an example, but equal attention was given to reasons why instructors should consider an online learning environment to supplement face-to-face classroom instruction.	2019/02/01
2017	Assigning Graphic Organizers in Reading/Literacy Courses	This was a faculty development session at FLEC that introduced how to assign graphic organizers with reading assignments in textbooks to promote better reading comprehension and note-taking practices.	2017/08/08
2015	Student Generated Listening Practice	This presentation focused on the importance of listening practice in L2 classrooms. It admitted that while it is considered the most used of the four language skills it is also the most neglected in the classroom. The presenter discussed several reasons for this. Then the presenter explained three ways for students to create their own listening practice in the classroom and the benefits of this approach.	2016/01/28
2014	Preparing Students for World Plaza Visits	This presentation explained the World Plaza at Nanzan University and what teachers can do to help students feel comfortable visiting the World Plaza and getting the most from that experience. The session also discussed guidelines for sending students to the World Plaza.	2014/08
2013	Introducing Debate in Communication Classes	This FD session was done during the Fall term FD session with full-time and part-time teachers. This session explained the benefits of having students practice debating skills but also the difficulties of practicing debating in class. It presented a step-by-step approach to introducing debating in an oral conversation class.	2014/01/29
2013	Using Rubrics to Improve Assessment	This was an internal FD session with full-time teachers on the benefits of rubric. It also gave advice on how to create better more useful rubric.	2013/07/16
2011	Providing More Effective Feedback	This faculty development (FD) session focused on ways that teachers can give more effective feedback, so that students can better bridge the gap between actual performance and desired performance. The presenter presented models for writing and oral conversation classes. The audience asked questions related to when and how often feedback is given to students.	2012
2011	Why Students Plagiarize and What Can Be Done about It	At a faculty development (FD) this session examined the reasons why students plagiarize and tried to stress several points. One, that students have multiple reasons for plagiarizing, and that most of theses reasons concern a lack of knowledge about plagiarism, summarizing, paraphrasing or quoting from outside sources and/or lack an ability to summarize and document sources correctly. Two, there may be different cultural views toward plagiarism or even about what the purpose of higher education is which leads students to plagiarize. The second part of the session focused on encouraging teachers to spend considerable time in instructing students about plagiarism if they are to expect students to understand and follow concepts of common knowledge and intellectual property in their class work. In our discussion it became clear that teachers varied in their own standards of plagiarism, which highlights why students are so confused about what is or is not acceptable. Finally, a few sample handouts were given out to explore ways to instruct students about plagiarism and to reinforce the idea that as teachers we should focus on teaching our students how to avoid plagiarism, how to give respect to original authors, rather than focus on punishing students for plagiarism mistakes.	2011

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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.
2023	0	1	0	0	0	0	0	0
2022	0	0	1	0	0	0	0	0
2021	0	0	1	0	0	0	0	0
2020	0	0	0	0	0	0	1	0
2019	0	0	0	0	0	1	0	0
2018	0	1	0	0	0	1	0	0
2017	0	1	0	0	0	3	0	2
2016	0	1	1	0	0	2	0	0
2015	0	0	1	0	0	1	0	0
2014	0	3	0	1	0	3	0	0

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2023/09/21 更新

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