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-based Instruction

学会活動
Academic societies

JALT

著書・学術論文数
No. of books/academic articles
総数 total number (25)
著書数 books (1)
学術論文数 articles (24)

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 
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 MA TESL    Bowling Green State University  1998年05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  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. 

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
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)  

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
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)  

2014  Assessing the value of out of class study material - online vs. print  共著   
Proceedings from the 8th Malaysia International Conference  , Department of English, Faculty of Modern Languages and Communication, Universiti Putra Malaysia  , 2014/08   

概要(Abstract)  

備考(Remarks)  

2013  The benefits of Assessment through Rubrics  単著   
Academia: Journal fo the Nanzan Academic Society  , Nanzan University  , 95  , pp. 65-78  , 2014/01   

概要(Abstract) Assessment is a challenge for educators. It is about evaluating student performance but also about providing learning opportunities so that students can bridge the gap between actual performance and desired performance. It is about standards, but in reality it is often about comparing students. It must be practical but also principled. It must balance what is easy to assess with what is important to assess. And it must be delivered in a way that students can comprehend. To address these concerns, the author recommends using a rubric. The paper describes rubric, why rubric are beneficial for teachers and students, and different types of rubric so that teachers can select which type of rubric to use for a particular performance or for particular students. The article ends by giving advice on how to create rubric. 

備考(Remarks)  

2011  Feedback that feeds forward  未設定   
Academia: Journal of the Nanzan Academic Society : Literature and Language  , Nanzan University  , 91  , pp. 93-107  , 2012/01   

概要(Abstract) Students are often unhappy with the feedback they receive, feeling the feedback is too critical, confusing, or something done to them rather than for them. Part of this frustration comes from an overemphasis on providing summative feedback to grade students. While this type of feedback is a necessary means of assessment, formative feedback is more effective in promoting learning. This paper looks at the differences between summative and formative feedback, presents a model of formative feedback in a writing class, and ways in which this model can be adapted to suit a conversation class. 

備考(Remarks)  

2011  Paper of digital: Which format most helps students?  共著   
JALT Proceedings 2011  , Japan Association Lauguage Teachers  , pp. 524-534  , 2012/01   

概要(Abstract) This paper summarizes a two-year research project dealing with online listening activities. The goals of the project were to give students more listening practice, more empowerment, and to foster independent learning. The final goal was to evaluate whether Moodle activites or paper handouts were more effective in helping students improve listening skills. The paper describes how the project was administered and the results of the pretests and posttests. 

備考(Remarks)  

2011  Promoting active learning through writing portfolios  単著   
OnCue Journal for the Language Professional in Higher Education  , Japan Association for Language Teaching  , 5, Double Issue 2 & 3  , pp. 3-18  , 2011/10   

概要(Abstract) A writing portfolio is a collection of student writing over the course of an academic term in which students collect, select, and reflect on their best work. In this way, students present what they have achieved over the term and comment on not only thier finished products, but also on their growth as writers. This method of performance assessment more accurately reflects the skills for functioning at university or at work than end of term paper tests (Wiggins, 1989; O'Neil, 1992). Moreover, portfolios can help students become more active learners and critical thinkers. This paper presents how writing portfolios have been implemented at a four-year private university in Japan that advocates the benefits of writing portfolios for students, teachers, and the writing curriculum. 

備考(Remarks)  

詳細表示
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)  

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.
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)  

2014  Assessing student attitudes to online versus print materials for L2 language acquisition  共同  2014/10/08 
5th International Conference on Distance Learning and Education (ICDLE 2014)  , International Association of Computer Science and Information Technology   

概要(Abstract)  

備考(Remarks)  

2014  Assessing the Benefits of Paper versus Online Materials for Vocabulary Acquisition  共同  2014/08/29 
12th International Asia TEFL & 23rd MELTA International Conferences  , Asia TEFL   

概要(Abstract) This paper presents a one-year project to help students learn vocabulary from the Academic Word List (AWL). The 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 paper will discuss the types of activities provided to the students, the method of evaluation, and possible explanations for the results. 

備考(Remarks)  

2014  Assessing the value of out of class study material - online vs. print  共同  2014/08/13 
8th Malaysian International Conference on Languages, Literature, and Cultures  , Universiti Putra Malaysia   

概要(Abstract)  

備考(Remarks)  

2012  A structured approach to balancing learning and learner independence through online activities  共同  2012/06/03 
Australian Council of TESOL Associations International Conference  , ACTA   

概要(Abstract)  

備考(Remarks)  

2011  Paper or digital: Which format most helps students?  共同  2011/11/19 
JALT2011 Conference  , Japan Association for Language Teachers   

概要(Abstract)  

備考(Remarks)  

2011  An online self-access project for improving student autonomy and listening ability  共同  2011/06/25 
第41中部地区英語教育学会  , 中部地区英語教育学会   

概要(Abstract)  

備考(Remarks)  

2010  Listening Flood: A self-access project to improve student autonomy and listening ability  共同  2011/03/08 
5th International Technology, Education and Development Conference  , INTED International Technology, Education and Development    

概要(Abstract)  

備考(Remarks)  

2010  Listening Flood: Creating an online listening resource  単独  2010/06/27 
第40中部地区英語教育学会  , 中部地区英語教育学会   

概要(Abstract)  

備考(Remarks)  

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
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  Debating in class 

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 
2010  Evaluating the writing portfolios 

At a faculty development (FD) session in the Nanzan English Education Center, I introduced Hamp-Lyons and Condon's (1990) nine characteristics of writing portfolios. By using this list as a guide and integrating it with the NEEC writing course goals, a 15 point checklist was devised for reviewing sample portfolios for the General English writing courses taught at Nanzan University. 

2010 
2008  Timed Writing Do's and Don'ts 

In a joint poster presentation with Andrew McInulty, we discussed the benefits of regular timed writings in writing classrooms and follow up activities which create more interaction between students. 

2009 
2008  Presentation Projects: Personalizing the classroom 

In a joint poster presentation with Sarah Mulvey at the faculty development session open to full and part-time teachers, we presented ideas on incorporating presentations in oral communication classes, how to manage presentations in classrooms of 24+ students, and the benefits of having students use visual aids in presentations. 

2008 
2007  Improving feedback practices in writing classes 

This 20-minute faculty development presentation discussed ways to make teacher feedback on student written work more useful for students. The presentation discussed the differences between summative and formative feedback and stressed that formative feedback should be timely, clear, specific, and provide action. 

2007 
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.
2016 
2015 
2014 
2013 
2012 
2011 
2010 
2009 
2008 
2007 
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2017/04/20 更新