研究者詳細

教職員基本情報
氏名
Name
CRIPPS,Anthony ( クリップス アントニー , CRIPPS,Anthony )
所属
Organization
外国語学部英米学科
職名
Academic Title
教授
専攻分野
Area of specialization

TEFL
CALL
EAP
Teacher training
Curriculum and syllabus design
Learner autonomy
Study abroad programmes

学会活動
Academic societies

JALT
JACET
ILS
PAAL
TESOL
AGON

社会活動
Community services

Volunteer translation
IAB committee member for e-FLT, University of Singapore
AGON committee member

著書・学術論文数
No. of books/academic articles
総数 total number (52)
著書数 books (13)
学術論文数 articles (39)

出身学校
学校名
Univ.
卒業年月(日)
Date of Graduation
卒業区分
Graduation
   Classification2
Exeter University人文学部TEFL 2008年03月  卒業 
The University of London人文学部Online Education and Training (Postgraduate diploma) 2006年04月  卒業 
The University of Essex人文学部MA on Contemporary Japan 1989年07月  卒業 
The University of Portsmouth人文学部Sociology 1988年07月  卒業 
詳細表示
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
The University of Exeter言語文化研究科Doctorate in TEFL Various  2008年03月  修了 
The University of London言語文化研究科Online Education and Training (Postgradudate diploma) Various  2006年04月  修了 
The University of Essex人間文化研究科MA on Contemporary Japan Various  1989年07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
博士 Doctorate in TEFL  Teachers' Views on Fostering Learner Autonomy through a CALL Project  Exeter University  2008年03月30日 
未設定 Online Education and Training - Post Graduate Diploma  Online Education and Training  The University of London  2006年04月30日 
未設定 MA on Contemporary Japan  Enterprise Unionism in Japan  Essex University  1989年07月08日 
学士 Sociology (Honours)  The Social Costs of the Japanese Economic Miracle  The University of Portsmouth  1988年07月14日 
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  2015-2019 Providing pedagogical support for English teachers in Japan 

概要(Abstract) This research project is funded by the Japanese government. It aims to:

1. Hold intensive practical teaching workshops
2. Create an online 'Teacher Support Center'
3. Produce professional development handbooks 

長期研究  2015-2017 MOOCs (MASSIVE OPEN ONLINE COURSES) 

概要(Abstract) This research project is funded by the Japanese government. It's aims are to:

1. Investigate the content of MOOCs worldwide
2. Examine the efficacy of MOOCs
3. Create a model for MOOC development 

長期研究  2014-2017 Deep Culture 

概要(Abstract) TBC 

長期研究  2011-2014 - Creating an Online Study Abroad Center 

概要(Abstract) Ministry of Japan Research Grant No. 23520722

Sole researcher. Conducting research on creating an online study abroad center. Additional research is being conducted on using iBooks Author to create interactive texts. 

長期研究  2008-2011 Establishing an Autonomy Resource Center 

概要(Abstract) Ministry of Japan Research Grant No. 20520538

Lead researcher. Conducted research on creating innovative online materials. 

長期研究  2006-2008 Establishing an EAP Program for Economics Students 

概要(Abstract) Ministry of Japan Research Grant No. 18520464

Joint researcher. Conducted research on improving EAP Programs though the use of online support. 

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 – Vol. 1  未設定  ISBN-10: 153694887X ISBN-13: 978-1536948875 
CreateSpace  , B5  , 260  , 2016/08/01   

概要(Abstract) A collection of 11 academic articles on English language education in Japan. The authors come from the following universities: Aichi Prefectural University, Bunkyo University, Fukuoka University, Kyoto University, Nagoya Bunri University, Nanzan University, and Ritsumeikan University. 

備考(Remarks)  

2015  Perspectives on British Culture  未設定   
Creative Publishing  , B5  , pp.234  , 2016/08/1   

概要(Abstract) Collated articles on British culture from seminar students. 

備考(Remarks)  

2012  MAINSTREAM English Communication 2  共著   
Zoshindo  , その他  , 2012/01/24   

概要(Abstract) MEXT approved English communication textbook for high school students. 

備考(Remarks)  

2012  MAINSTREAM English Communication 1  共著   
Zoshindo  , その他  , 180 p.  , 2012/01/24   

概要(Abstract) MEXT approved English communication textbook for high school students. 

備考(Remarks)  

2012  NEWSTREAM English Communication 2  共著   
Zoshindo  , その他  , 2012/01/24   

概要(Abstract) MEXT approved English communication textbook for high school students. 

備考(Remarks)  

2012  NEWSTREAM English Communication 1  単著   
Zoshindo  , その他  , 180 p.  , 2012/01/24   

概要(Abstract) MEXT approved English communication textbook for high school students. 

備考(Remarks)  

2009  Tune into the TOEIC Listening  共著   
Seibido Publishing  , B5  , 48  , 2009/29/1   

概要(Abstract) TOEIC listening textbook designed for university students and members of the general public.  

備考(Remarks)  

2009  Advanced Presentation and Writing Workbook  共著   
Seikyo Publishing  , A4  , 70  , 2009/09/20   

概要(Abstract)  

備考(Remarks)  

2009  Communication and Writing Workbook (Third Edition)  共著   
Seikyo Publishing  , A4  , 70  , 2009/04/01   

概要(Abstract)  

備考(Remarks)  

2008  Communication and Writing Workbook (Second Edition)  未設定   
Hokuten Publishing  , A4  , 70  , 2008/03/30   

概要(Abstract) ESP communication and writing textbook for economics students. The material focuses on helping students develop their presentation and academic writing skills. 

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
2017  Assessing the efficacy of Bring Your Own Device/Bring Your Own Technology: An exploratory study  単著   
Academia  , Nanzan University  , 2017/3   

概要(Abstract) Bring Your Own Device (BYOD)/Bring Your Own Technology (BYOT) policies are rapidly sweeping across the educational landscape. This exploratory study examines the views of two university students at a Japanese university who used portable/wearable technology to assess the efficacy of such devices to help them improve their English language learning. The students were also asked to explore the usefulness of the devices in general. A brief outline of some recent portable/wearable mobile devices is provided, along with an overview of the impact of BYOD/BYOT policy implementation. Data was collected through the students’ research notebooks and their responses to an online questionnaire. The data was analysed using a grounded theory approach. Finally, some predictions are made concerning the future of educational technology, and BYOD/BYOT implementation. 

備考(Remarks)  

2017  Meeting the needs of English teachers in Japan through intensive teacher-training workshops  共著   
HICE Proceedings  , HICE  , 15  , pp 1-2  , 2017/1   

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)  

2017  Reflections on ubiquitous learning and MOOCs  共著   
HICE Proceedings  , HICE  , 15  , pp.1-2  , 2017/1   

概要(Abstract) This paper examines students’ reflections on using Massive Open Online Courses (MOOCs) for the first time. The authors briefly outline the design of the MOOC project, before discussing in detail the students’ experiences of navigating the MOOC terrain. 

備考(Remarks)  

2016  Investigating the Construction of MOOCs (Truncated version)  共著   
IJAS Proceedings  , IJAS  , pp.1-7  , 2016/8   

概要(Abstract) This paper examines one cohort’s experiences of researching and taking Massive Open Online Courses (MOOCs) for the first time. The students (n=14) were third-year students at a Japanese university and they had enrolled in a ‘Teaching with technology’ elective course. After a brief overview of the rise of MOOCs the authors outline the design of the MOOC research project. The paper analyses and describes the students’ thoughts on MOOCs in general, and their merits and demerits. Finally, the authors offer some guidelines to educators who plan to weave similar exploratory MOOC projects into their courses. 

備考(Remarks)  

2016  Incorporating a global perspective: Intercultural learning through work-experience projects  共著   
IISES Barcelona Proceedings of the 3rd Teaching and Education Conference  , IISES  , pp.189-197  , 2016/8   

概要(Abstract) This paper elucidates the on-going efforts being made at a Japanese university to develop an intercultural-learning based curriculum through work-experience projects. The main goal of the current project is to provide students with the opportunities to be able to utilize knowledge in a practical sense, such as through work-experience projects at foreign affiliate companies in Japan. Following a brief overview of the current project design and development, this paper discusses the progress achieved thus far second year of its trial implementation. Feedback gained through questionnaires, reflection papers and follow-up interviews of the participating students and companies in the first year (2015) are discussed in an effort to provide one reference for global-skills focused curriculum development. 

備考(Remarks)  

2016  English Language Education in Japan: Problems and Solutions  単著   
Book Chapter  , CreateSpace  , 1  , pp.241-260  , 2016/8   

概要(Abstract) This chapter outlines some of the major changes in English language education (ELE) in Japan and focuses on contemporary developments. Suggestions are given on how to instigate a further phase of ELE reform. 

備考(Remarks)  

2016  The importance of self-reflection in a presentation skills course  単著   
Academia  , Nanzan University  , 100  , pp.77-97  , 2016/6   

概要(Abstract) Presentation courses are becoming more prevalent at Japanese universities. This paper focuses on one small cohort of students (n=5) that took an elective presentation skills course at Nanzan University. The paper initially looks at some of the salient themes related to teaching presentation skills and then outlines the design of the course. The main focus of the paper is on students’ reflective comments on the course and how it affected their presentations skills. Finally, some example guidelines are offered for teachers who are teaching similar courses. 

備考(Remarks)  

2016  Investigating the Construction of MOOCs (Full version)  共著   
IJAS Teaching Journal  , IJAS  , pp.1-16  , 2016/12   

概要(Abstract) This paper examines one cohort’s experiences of researching and taking Massive Open Online Courses (MOOCs) for the first time. The students (n=14) were third-year students at a Japanese university and they had enrolled in a ‘Teaching with technology’ elective course. After a brief overview of the rise of MOOCs the authors outline the design of the MOOC research project. The paper analyses and describes the students’ thoughts on MOOCs in general, and their merits and demerits. Finally, the authors offer some guidelines to educators who plan to weave similar exploratory MOOC projects into their courses. 

備考(Remarks)  

2016  “WE ARE MOBILE MAGICIANS BUT DIGITAL REFUGEES”: HELPING PROSPECTIVE ENGLISH TEACHERS EXPLORE TECHNOLOGY AND UBIQUITOUS LEARNING   単著   
CLaSIC Proceedings  , National University of Singapore  , 1  , pp.79-100  , 2016/12   

概要(Abstract) This paper explores a ‘Teaching with Technology’ course taught at Nanzan University, Japan. Although our students are considered to be ‘digital natives’ many of them do not know how to use technology effectively in a teaching environment. Students (n =12) on this elective course were asked to consider their thoughts on technology in general, and how they would incorporate technology into English courses in Japan. The students gave presentations on using technology to support learners at Japanese junior high and senior high schools. Five main data collection sources were used: 1) A questionnaire on attitudes to technology 2) Videos of students’ presentations 3) Reflective material generated throughout the course 4) End of course peer interviews 5) End of course self-reflection reports. These five main data sources were analysed using a grounded theory approach. The paper examines the students’ thoughts on educational technology, future trends in education, ubiquitous technology, and ubiquitous learning.  

備考(Remarks)  

2016  Student self-reflection in a presentation skills course  単著   
IJAS Proceedings  , IJAS  , pp.1-6  , 2016/12   

概要(Abstract) Presentation courses are becoming more prevalent at Japanese universities. This paper focuses on one small cohort of students (n=5) that took an elective presentation skills course at Nanzan University in Nagoya, Japan. The paper initially looks at some of the salient themes related to teaching presentation skills and then outlines the design of the course. The main focus of the paper is on the students’ reflective comments on the course and how it affected their presentations skills.  

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
2007  Ritsumeikan Award for most significant contribution to teaching  Award for most significant contribution to teaching  2007年07月 
 

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.
2017  Exploring the Potential of Massive Open Online Courses: Students’ Experiences  共同  2017/3/24 
TESOL International Conference  , TESOL   

概要(Abstract) This paper examines students’ experiences of using Massive Open Online Courses for the first time. Two groups of students (n=22) at a Japanese university explored courses provided by different online platforms. After an overview of the project’s design, the students’ experiences of navigating the courses will be explained in detail. 

備考(Remarks)  

2017  Reflections on a Presentation Skills Course  共同  2017/3/22 
TESOL International Conference  , TESOL   

概要(Abstract) This paper focuses on students (n=27) that took an elective presentation skills course at a Japanese university. The paper focuses on the students’ reflective comments on the course and how it affected their presentation skills. Finally, some example guidelines are offered for teachers who are teaching similar courses. 

備考(Remarks)  

2017  Meeting the needs of English teachers in Japan through intensive teacher-training workshops  共同  2017/1/5 
15th International Education Conference  , HICE   

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. In-depth interviews were conducted with in-service English teachers at junior high schools and senior high schools in Japan to ascertain their specific needs. The presenters 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)  

2017  Reflections on ubiquitous learning and MOOCs  未設定  2017/1/5 
15th International Education Conference  , HICE   

概要(Abstract) Many university students in Japan are unaware of Massive Open Online Courses (MOOCs) and their potential for learning. This paper examines students’ reflections on their exploration of MOOCs and the concept of ubiquitous learning. Three groups of students (n=36) taking a ‘Teaching with Technology’ course at Nanzan University in Japan were encouraged to explore online courses provided by platforms such as Coursera, edX, and FutureLearn, as part of a semester-long research project. The aim of the project was to broaden the students’ knowledge of this growing field and they were given free rein to navigate the MOOC terrain in any way they wished. The students were also encouraged to consider the concept of ubiquitous learning and how it affects both teachers and students. Throughout the project each student kept a diary in which they logged both their MOOC use, and their opinions of the courses. Interviews, diaries, focus groups, reports, and questionnaires all provided rich data. The authors outline the design of the project, before discussing in detail the students’ experiences of mapping the MOOC terrain and their thoughts on ubiquitous learning. 

備考(Remarks)  

2016  “We are mobile magicians and digital refugees”: What can we teach our students? What can our students teach us?   単独  2016/8/3 
Colorado Learning and Teaching with Technology Conference  , University of Colorado, Boulder   

概要(Abstract) This paper explored a 'Teaching with Technology' course taught at Nanzan University, Japan. Although our students are considered to be ‘Digital natives’ many of them do not know how to use technology effectively in a teaching environment. Students on this elective course were asked to consider their thoughts on technology in general and how they would incorporate technology into English courses in Japan. The students gave presentations on using technology to support learners at Japanese junior and senior high schools. Examples of the students’ presentations and ideas were shown and used as a springboard for discussion. This session also explored the audience’s views on teaching with technology and how to share their expertise with their students.  

備考(Remarks)  

2016  Considering Active Learning in a University Context  単独  2016/7/6 
 

概要(Abstract) Faculty development presentation and workshop on how to incorporate active learning techniques into lecture classes. 

備考(Remarks)  

2016  Incorporating a global perspective: Intercultural learning through work-experience projects  共同  2016/6/30 
IISES 24th International Academic Conference   , IISES   

概要(Abstract) This paper elucidates the on-going efforts being made at a Japanese university to develop an intercultural-learning based curriculum through work-experience projects. The main goal of the current project is to provide students with the opportunities to be able to utilize knowledge in a practical sense, such as through work-experience projects at foreign affiliate companies in Japan. Following a brief overview of the current project design and development, this paper discusses the progress achieved thus far second year of its trial implementation. Feedback gained through questionnaires, reflection papers and follow-up interviews of the participating students and companies in the first year (2015) are discussed in an effort to provide one reference for global-skills focused curriculum development. 

備考(Remarks)  

2016  Responding to the needs of in-service English teachers in Japan  共同  2016/5/25 
The 5th CELC International Symposium  , National University of Singapore   

概要(Abstract) The Japanese government’s call for internationalization is helping shape how education is perceived, in particular, the importance placed on English language education (Brown & Iyobe, 2014). By seeking to improve the overall standard of students’ English in Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has responded to this challenge. The implementation of the 2013 new Course of Study Guidelines has dramatically changed the pedagogical terrain for teachers at elementary schools, junior high schools, and senior high schools. It is clear that there is a real need to improve the way English is taught in Japan. However, it has been argued that the support structure for English teachers within the public system in Japan is sadly lacking (Tahira, 2012).

This presentation explores the issue of providing support for English teachers in Japan through intensive teacher training workshops. The design and features of the workshops are outlined along with a summary of how additional support can be made available through an online Teacher Support Center (TSC) and practical teaching handbooks.
 

備考(Remarks)  

2016  “We are mobile magicians and digital refugees”: Helping prospective English teachers explore technology and ubiquitous learning  単独  2016/12/2 
The 7th CLS International Conference.  , National University of Singapore   

概要(Abstract) This paper explored a 'Teaching with Technology' course taught at Nanzan University, Japan. Although our students are considered to be ‘Digital natives’ many of them do not know how to use technology effectively in a teaching environment. Students on this elective course were asked to consider their thoughts on technology in general and how they would incorporate technology into English courses in Japan. The students gave presentations on using technology to support learners at Japanese junior and senior high schools. Examples of the students’ presentations and ideas were shown and used as a springboard for discussion. This session also explored the audience’s views on teaching with technology and how to share their expertise with their students. 

備考(Remarks)  

2016  Student Self-Reflection in a Presentation Skills Course   単独  2016/11/4 
International Journal of Arts and Sciences Conference on Teaching and Education   , IJAS   

概要(Abstract) Presentation courses are becoming more prevalent at Japanese universities. This paper focused on one small cohort of students (n=5) that took an elective presentation skills course at Nanzan University. The paper initially looked at some of the salient themes related to teaching presentation skills and then outlines the design of the course. The main focus of the paper was on students’ reflective comments on the course and how it affected their presentations skills. Finally, some example guidelines were offered for teachers who are teaching similar courses. 

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
2015  Grant-in-Aid B  Providing pedagogical support for English teachers in Japan 
Principal 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 helps and an online teacher support center will be created. Professional development books will also be published. 

備考(Remarks)  

2015  Grant-in-Aid Challenging Exploratory Research  Creating a model for the establishment of Massive Open Online Courses (MOOCs) 
Principal Investigator  Kakken  3,380,000 yen 

研究内容(Research Content) This research project is funded by the Japanese government. It aims to investigate MOOCs and create a model for MOOC creation. 

備考(Remarks)  

2014  Grant-in-Aid Challenging Exploratory Research  Creating Authentic Classroom and Intercultural Business Communication Programs 
Co-investigator  Kakken  3,000,000 yen 

研究内容(Research Content) This research is funded by the Japanese government. 

備考(Remarks)  

2011  Grant-in-Aid C No. 23520722  Creating an autonomy supportive Online Study Abroad Center (OSAC) 
代表  MEXT  3,900,000 

研究内容(Research Content) Sole researcher conducting research on creating an online study abroad center.
 

備考(Remarks)  

2008  Grant-in-Aid C No. 20520538  Establishing an Autonomy Resource Center 
代表  MEXT  3,2000,000 

研究内容(Research Content) Lead researcher in a university research group, which conducted research on creating innovative online resource materials.

 

備考(Remarks)  

2006  Grant-in-Aid C  Material creation for an Economics Course 
Co-investigator  Kakken  2,600,000 

研究内容(Research Content)  

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
2016  Motivation - Teacher-training Workshop 

Workshop for pre-service and in-service teachers of English 

2017/9 
2015  Strategies for improving oral communication 

Nanzan University’s 39th English Education Seminar

第39回「南山大学英語教員セミナー」

My sessions focused on the issue of improving oral communication skills. Through group work, discussions, and presentations the participants were encouraged to consider alternative pedagogical strategies. All participants were encouraged to bring their own materials which they use when teaching oral communication in their classes.
 

2015/7 
2015  Improving students' English speaking skills 

Nanzan University’s Teacher Training Seminar

My sessions focused on how to improve students’ English speaking skills. Lectures on current teaching methodology were followed by discussions and practical workshop activities. Participants were English teachers from Aichi and Gifu. They took part in group-work and discussions. 

2015/7 
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
2012  IAB member - National University of Singapore (E-FLT)  2005/01//1 

活動内容等(Content of Activities) IAB member - National University of Singapore (E-FLT) 

2014  IAB Member - AGON   

活動内容等(Content of Activities) IAB Member - AGON 

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  10 
2015 
2014 
2013 
2012 
2011 
2010 
2009 
2008 
2007 
詳細表示

2017/01/13 更新