研究者詳細

教職員基本情報
氏名
Name
MILES,Richard ( マイルス リチャード , MILES,Richard )
所属
Organization
国際教養学部国際教養学科
職名
Academic Title
講師
個人または研究室WebページURL
URL
http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf
専攻分野
Area of specialization

Presentations in TESL/TEFL
Teacher training
Curriculum and syllabus design
Speech contests

学会活動
Academic societies

JALT
CUE
LEARN
TESOL
MW-Sig
KOTESOL

社会活動
Community services

GLS Speech contest coordinator

著書・学術論文数
No. of books/academic articles
総数 total number (0)
著書数 books (0)
学術論文数 articles (22)

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
University of Birmingham 未設定  2004年06月  未設定 
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 in TESL/TEFL    University of Birmingham  2004年06月 
学士 Bachelor of Arts    Simon Fraser University  1996年06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  Presentations in TEFL/TESL 

概要(Abstract) I am currently researching the uses of presentations in the language classroom 

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
2016  Perspectives on English Language Education in Japan  未設定   
CreateSpace  , 未設定  , pp.131-150  , 2016/07   

概要(Abstract) "Impromptu presentations: The Japanese learners' experiences"
The authors conducted a semester long study to explore how Japanese university learners perceive the experience of impromptu speaking in English. Impromptu speaking is seldom discussed in the English presentation textbooks used in Japanese universities, but the authors of this paper are of the view that it should be an integral component of any public speaking curriculum. A qualitative analysis of responses to self-reflection questionnaires distributed following four separate impromptu presentations revealed insights into how learners perceive both the difficulty and the value of impromptu presentations. The study also examines the differences between English language majors and non-English language majors. The findings have important implications for improving the curriculum and teaching practice of educators. 

備考(Remarks) *Book chapter
*This study was originally published as;
Davanzo, C., & Miles, R. (2016). Impromptu presentations: The Japanese learner’s experience. AGON,7 (3), pp.160-187.
 

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  The relevance of Japanese university students learning English presentation skills  単著   
AGON  , 9  , pp. 105-127  , 2018/06   

概要(Abstract)  

備考(Remarks)  

2017  A sytematic approach to oral presentation assessment  未設定   
Between the Keys  , JALT  , 25(2)  , pp. 17-23  , 2018/02   

概要(Abstract) Assessment of oral presentations in university courses and speech contests can frequently be holistic. In an attempt to at least partially systemize the assessment process for educators, learners, and speech contest judges; this paper will propose a hierarchical assessment rubric for assessing oral presentations. The rubric is intended to facilitate a more systematic and transparent approach to assessing oral presentations and to provoke further research and discussion on the matter. 

備考(Remarks)  

2017  Integrating content with English language education in Japan: The perspectives of in-service and trainee teachers  未設定   
Academia: Journal of the Nanzan Academic Society  , 103  , pp. 259-268  , 2018/01   

概要(Abstract) Senior high school English education in Japan has traditionally focused almost exclusively on teaching language in isolation and has rarely integrated content-based learning. Recently, however, the Japanese government and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have urged teachers to integrate more content into the curriculum as a means of improving the quality of English language education and to further globalize Japanese senior high school students.

The study presented here investigated the practices and experiences of in-service teachers and trainee teachers and analyzed their perspectives of Content and Language Integrated Learning (CLIL). The first finding is that the in-service senior high school English teachers in this study are actively moving beyond teaching language in isolation. The second finding in this study shows that current trainee teachers are still receiving almost no instruction in their university courses on how to construct or implement a CLIL-based curriculum or lessons. In response to these findings, an intensive workshop was organized and conducted, from which feedback and reaction is detailed.
 

備考(Remarks)  

2017  Motivating instructors and learners of English: A teacher-training workshop  共著   
Academia: Journal of the Nanzan Academic Society  , 102  , pp. 105-124  , 2017/06   

概要(Abstract) This paper documents a teacher-training workshop designed to address the problem of motivating instructors and learners of English in Japan. It first provides a brief overview of the relevant research to date on motivation and the Japanese English education context. It then explores a series of interviews (n=6) with in-service Japanese high school teachers of English, which ultimately proved to be the impetus behind this study. Findings from an analysis of these interviews revealed a lack of learner motivation was the primary concern for in-service teachers. It also revealed that in-service teachers felt ill equipped to deal with this problem. A workshop was then created to provide pedagogical support for Japanese teachers of English. This workshop first involved examining the different factors that influence motivation, before moving on to showcase how the use of authentic materials by instructors can greatly enhance learner motivation. It concluded with a discussion of the specific problems that instructors typically face. Feedback from a post-workshop questionnaire suggests the workshop was highly successful. Finally, implications and future workshops are then discussed.  

備考(Remarks)  

2017  Positioning rhetorical devices in oral presentations  未設定   
NFEAP Conference June 8th and 9th, 2017 Abstracts and Biographies  , pp. 12-13  , 2017/06   

概要(Abstract) The utilization of rhetorical devices can potentially increase the persuasive impact of the message in oral presentations. A study on Japanese university students revealed which devices the presenters employed and where they positioned these devices in their oral presentations.  

備考(Remarks)  

2017  Creating a taxonomy for eye contact moves in oral presentations  単著   
Conference of the International Journal of Arts and Sciences  , 10 (1)  , pp.137-148  , 2017/04   

概要(Abstract) To compete in a rapidly globalizing world, many Asian universities are now offering their students a range of EAP courses to help them develop better communicative English skills. Within the realm of communicative English skills, the ability to deliver an effective oral presentation in English is frequently cited as important by educators, learners and prospective employers alike. Anecdotal evidence from university instructors typically reflects the notion that in order to deliver an effective oral presentation, ‘good eye contact’ is a crucial. This paper will first examine the different types of eye contact ‘moves’ that permeate Japanese university students’ English oral presentations. Then it will utilize findings from 360° camera technology, allowing for a concurrent analysis of the eye contact interaction between the presenter and the audience. The two significant findings from this study are that it might be possible to create a taxonomy of eye contact ‘moves’ in oral presentations from which future instruction and assessment could be derived, and that eye contact from the audience plays an important role in either hindering or encouraging eye contact from the presenter.  

備考(Remarks)  

2017  Meeting the needs of English teachers in Japan through intensive teacher-training workshops  共著   
15th International Education Conference Proceedings  , 15  , pp. 1-2  , 2017/01   

概要(Abstract) This paper examines the issue of providing support for English teachers in Japan through intensive teacher-training workshops. The authors explain how they approached the design of a series of intensive teacher-training workshops after in-depth interviews with in-service English teachers in Japan. 

備考(Remarks)  

2016  Impromptu presentations: The Japanese learner's experience  共著   
AGON  , 7 (3)  , pp. 160-187  , 2016/03   

概要(Abstract) ABSTRACT. The authors conducted a semester long study to explore how Japanese university learners perceive the experience of impromptu speaking in English. Impromptu speaking is seldom discussed in the English presentation textbooks used in Japanese universities, but the authors of this paper are of the view that it should be an integral component of any public speaking curriculum. A qualitative analysis of responses to self-reflection questionnaires distributed following four separate impromptu presentations revealed insights into how learners perceive both the difficulty and the value of impromptu presentations. The study also examines the differences between English language majors and non-English language majors. The findings have important implications for improving the curriculum and teaching practice of educators. 

備考(Remarks) This article was re-published as:
Davanzo, C., & Miles, R. (2016). Impromptu presentations: The Japanese learner’s experience.In A. Cripps (Ed.), Perspectives on English Language Education in Japan (pp.131-150). Charleston: CreateSpace. 

2016  The evolution of an online English language class site  単著   
Hawaii International Conference on Education Conference Proceedings  , 14  , pp. 740-753  , 2016/01   

概要(Abstract) Founded in 2008, Edmodo is a popular online social learning platform originally aimed at K-12 education that is frequently used by educators to disperse information and to establish direct lines of communication with young learners and their parents. While utilizing Edmodo to support classes has been shown to generate higher student initiative (Holland & Muilenburg, 2011), and can encourage student engagement and responsible learning (Sanders, 2012), it still tends to be largely teacher-centered, in terms of the content, set up, and regulations. This paper will explore findings from a case study in a very different context and for a very different purpose from which Edmodo is frequently utilized. The semester long action research study was conducted in a Japanese university English language class, in which the online community was treated as a supplementary activity.  

備考(Remarks)  

2016  Crafting teacher-training workshops: What do teachers need?  共著   
Hawaii International Conference on Education Conference Proceedings  , 14  , pp. 1855-1856  , 2016/01   

概要(Abstract) This paper examines the issue of providing support for English teachers in Japan. The presenters explicate how they are crafting a series of intensive teacher-training workshops which are designed to help improve in-service teacher training. The presenters will outline their plans to provide pedagogical support for Japanese teachers of English in three ways; Creating practical lectures and workshops which will address the teachers’ pedagogical needs; Making an online teacher support center (TSC) which will house teaching videos, audio files, word files, and other support material for teachers to freely access whenever and wherever they like; Publishing practical handbooks based on the lectures and workshops.  

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.
2018  Easier said than done!: Supporting English teachers in Japan through teacher-training workshops  共同  2019/01/05 
2019 Hawaii International Conference on Education   

概要(Abstract)  

備考(Remarks)  

2018  We have to motivate ourselves to motivate others: Creating a motivation workshop for English teachers in Japan  共同  2018/12/07 
CLaSIC2018   

概要(Abstract)  

備考(Remarks)  

2018  Front loading and back loading arguments in English oral presentations  単独  2018/09/07 
Second International Conference on Sociolinguistics   

概要(Abstract)  

備考(Remarks)  

2018  Help me I'm drowning! Developing effective teacher-training workshops  共同  2018/09/07 
Second International Conference on Sociolinguistics   

概要(Abstract)  

備考(Remarks)  

2018  The necessity of English presentation skill sets   単独  2018/05/19 
PanSIG2018   

概要(Abstract)  

備考(Remarks)  

2017  Determining the relevance of university English presentation skills:The vocational perspective  共同  2017/12/08 
International Conference on ESP 2017   

概要(Abstract)  

備考(Remarks)  

2017  Integrating content with English language education in Japan: The perspectives of in-service and trainee teachers   共同  2017/10 
Integrating Content and Language in Higher Education   

概要(Abstract) The study to be presented investigated the practices of in-service teachers and experiences of trainee teachers and then analyzed their perspectives of CLIL.  

備考(Remarks)  

2017  Assessing oral presentations: The teachers’ perspective on the balance between content and language  単独  2017/10 
Integrating Content and Language in Higher Education   

概要(Abstract) Oral presentations provide teachers with an important opportunity to evaluate student progress. The dilemma facing instructors of CLIL courses is how to integrate content and language elements into their oral presentation assessment rubric and how to achieve a balance that accurately reflects the course they have taught. This presentation will focus on findings from a paper analyzing oral presentation assessment rubrics used by university English teachers in Japan.  

備考(Remarks)  

2017  Positioning rhetorical devices in oral presentations  単独  2017/06/08 
Norwegian Forum for English for Academic Purposes   

概要(Abstract) The utilization of rhetorical devices can potentially increase the persuasive impact of the message in oral presentations. A study on Japanese university students revealed which devices the presenters employed and where they positioned these devices in their oral presentations. This presentation will discuss findings from the study while promoting an open forum for discussion.  

備考(Remarks)  

2017  Working with teachers for teachers  共同  2017/06/05 
2017 International Conference on Education   

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
2018  南山大学パッヘ研究奨励金II-B  We have to motivate ourselves to motivate others: Creating a motivation workshop for English teachers in Japan 
     

研究内容(Research Content)  

備考(Remarks)  

2018  南山大学パッヘ研究奨励金I-A-2  Distinctions between business and academic presentations 
     

研究内容(Research Content)  

備考(Remarks)  

2017  南山大学パッヘ研究奨励金I-A-2  An Analysis of English Presentation Contest Assessment Rubrics 
     

研究内容(Research Content)  

備考(Remarks)  

2015  南山大学パッヘ研究奨励金I-A-2  Creating a taxonomy for eye contact moves in oral presentations 
Principal Investigator    400,000 yen 

研究内容(Research Content) Findings from this study led to the creation of a taxonomy for the different eye contact 'moves' that permeate English oral presentations delivered by Japanese university students.  

備考(Remarks)  

2015  Grant-in-Aid B  Providing pedagogical support for English teachers in Japan 
Co-Investigator  Kakken  17,320,000 yen 

研究内容(Research Content) This research is funded by the Japanese government. Intensive teaching workshops will be held and an online teacher support center will be created. Professional development books will also be published.  

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
2018  Building your presentation-skills repertoire 

I conducted a one-day workshop for graduate students. 

2019/02/18 
2018  Motivation and ICT in the English Classroom 

I co-hosted a workshop for high school English teachers. 

2018/12/03 
2018  ICT 2018 Conference 

I was the judge for an English speech contest 

2018/06/04 
2017  Exploring what constitutes good eye contact 

Workshop for English teachers. 

2017/09/22 
2016  Motivating learners in the second language classroom 

One-day workshop for Japanese high school English teachers 

2016-8-2 
2016  How to implement communicative language teaching in the classroom 

One-day workshop for Japanese high school English teachers 

2016-1-27 
2015  Eigo Kyouin seminar 

One-day workshop for Japanese high school English teachers 

2015-7-31 
2015  Using ELAN software to analyze video recordings 

One-day workshop for university educators, researchers and graduate school students. Presented at LEARN 

2015-5-30 
2015  コミュニカティブな英語の授業をめざして:理論と実践 

One-day workshop for Japanese High school English teachers 

2015-1-21 
2014  Communicative English classrooms for high school teachers 

One-day workshop for Japanese English High school teachers 

2014-7-31 
詳細表示
研究活動/社会的活動
年度
Year
活動名称
Name of activities
活動期間
Period of Activities
2018  Electronic Journal of Foreign Language Teaching  2018 

活動内容等(Content of Activities) Reviewer 

2017  Journal of English for Academic Purposes  2017 

活動内容等(Content of Activities) Reviewer 

2014  LEARN  2014 

活動内容等(Content of Activities) Full member 

2013  KOTESOL  2013 

活動内容等(Content of Activities) Full member 

2011  JALT, CUE, and MW-sig  2011 

活動内容等(Content of Activities) Full member 

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.
2018 
2017 
2016 
2015 
2014 
2013   
2012 
2011 
2010 
2009 
詳細表示

2019/02/26 更新