29 件中 1 - 10 件目
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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 |
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| 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 | |||
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| 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 | |||
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概要（Abstract） This report explains how I conducted one of my COIL projects involving Nanzan University and North Georgia University. |
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| 2021 | Gamifying Extensive Reading | 未設定 | |
| Academia: Journal of the Nanzan Academic Society ， Nanzan University ， 2022/01 | |||
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| 2018 | Fostering Learner Autonomy through a Variety of Post-reading Activities | 単著 | |
| Quaderno 9 ， AGON ， 17 ， pp. 62-104 ， 2018/04 | |||
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備考（Remarks） This article can be found online: http://agon.unime.it/quaderni/quaderno-9/ |
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| 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 | |||
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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. |
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| 2016 | Improving Listening Skills through Student-Generated Listening Activities | 単著 | |
| Academica ， Nanzan University ， 101 ， 121--137 ， 2017/01 | |||
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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. |
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| 2016 | Helping your Feedback Feed Forward | 単著 | |
| Journal of Teaching and Education ， University Publications ， 5/1 ， pp. 551-562 ， 2016/05 | |||
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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. |
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| 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 | |||
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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. |
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| 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 | |||
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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. |
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| 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 | |||
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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. |
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