出版者・発行元：SILC  

出版者・発行元：IAFOR  

出版者・発行元：ETA-ROC  

出版者・発行元：WORLD TE  

出版者・発行元：The International University of Kagoshima  

出版者・発行元：The IUK Journal of Intercultural Studies  

出版者・発行元：Tomorrow People  

出版者・発行元：Tomorrow People  

出版者・発行元：IAFOR  

出版者・発行元：CELC  

出版者・発行元：HICE  

出版者・発行元：TESOL Arabia  

出版者・発行元：Asia ESP  

出版者・発行元：HICE  

This paper outlines the first stage of a research project which aims to ascertain the needs of pre-service English teachers in Japan. The implementation of the new Course of Study Guidelines in Japan has increased the demands on teachers at elementary schools, junior high schools, and senior high schools. Regrettably, the support structure for English teachers in the public system is sadly lacking. Every day, novice English teachers in Japan are facing challenges for which their pre-service training failed to prepare them. The data for this paper was collected through online questionnaires and Zoom interviews with pre-service (n=10) and in-service (n=8) English teachers. The paper provides an overview of the challenges which pre- service English teachers in Japan face and discusses ways that they can be supported.

出版者・発行元：OnCUE JALT  

出版者・発行元：EDC  

Blockchain technology is poised to disrupt higher education. This paper begins by briefly explaining how this new technology works. Then, the focus shifts to blockchain technology in the field of education, with specific emphasis placed on practical applications in higher education for institutions, teachers, and students. Educators, who share a common interest in effectively using technology in the classroom in particular and throughout an institution in general, will benefit from this overview of blockchain and its potential to transform higher education.

出版者・発行元：Nanzan University  

Professional development (PD) is a fundamental keystone of any academic institution that wishes to have a vibrant and effective faculty. Research breaks, or ‘sabbaticals’ as they are more commonly known, are one of the few major benefits of academia. This paper explores the merits and demerits of the sabbatical system through the comments of six academics who have taken a sabbatical. Through a qualitative analysis of the academics’ feedback the paper outlines the advantages and disadvantages of sabbaticals before outlining nine proposals designed to improve the current sabbatical system in Japan.

出版者・発行元：Nanzan University  

出版者・発行元：KD Publishing  

出版者・発行元：KD Publishing  

This paper outlines the creation of an Online Teacher Support Centre (OTSC) designed to support Japanese teachers of English at junior and senior high schools.

出版者・発行元：OnCUE (JALT)  

This paper outlines the design, development, and implementation of a first-year academic English course at a Japanese university with a focus on designing materials that encourage active learning through project-based learning (PBL). The authors explicate the process of course design and material creation designed to incorporate academic genres into communicative tasks. This paper should be of interest to educators who are involved in curriculum design, course design, and material creation.

出版者・発行元：Fukuoka University  

出版者・発行元：International Review of Cultural, Linguistic and Literary Studies  

Editor

Increasingly, university students around the world are demanding courses that target vocational skills. This paper outlines the design of an advanced business English skills (ABES) course which aims to introduce students at a private Japanese university to essential English communication skills typically used in a corporate environment. Initially, the authors provide a brief overview of the nature of ‘business English’ and locate this within a Japanese context. Elements of the ABES course include teaching how to make effective presentations, how to make persuasive proposals, how to pitch ideas, and how to start a business. The efficacy of the course is explored through students’ reflections. Finally, the authors provide some keys for educators who wish to design similar courses.

Keywords: business English, course design, practical pedagogy, skills-based approach.

出版者・発行元：ICBHE  

Increasingly, university students around the world are demanding courses that target vocational skills. This paper outlines the design of an advanced business English skills (ABES) course which aims to introduce students at a private Japanese university to essential English communication skills typically used in a corporate environment. Initially, the authors provide a brief overview of the nature of ‘business English’ and locate this within a Japanese context. Elements of the ABES course include teaching how to make effective presentations, how to make persuasive proposals, how to pitch ideas, and how to start a business. Finally, the authors provide some keys for educators who wish to design similar courses.

Keywords: Business English, Course design, Practical pedagogy, Skills-based approach

出版者・発行元：CUE  

This paper outlines the design, development, and implementation of a communicative academic English course at a Japanese university.

出版者・発行元：Nanzan University  

This paper examines the perspectives of in-service and trainee teachers in connection with the implementation of CLIL.

出版者・発行元：Nanzan University  

This paper looks at the design and development of an academic English course at a Japanese university and how it dovetails with the overall curriculum.

出版者・発行元：Nanzan University  

This paper focuses on a teacher-training workshop designed to address the problem of motivating teachers and learners of English in Japan.

出版者・発行元：Nanzan University  

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.

出版者・発行元：HICE  

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.

出版者・発行元：HICE  

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.

出版者・発行元：IJAS  

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.

出版者・発行元：IJAS  

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.

出版者・発行元：National University of Singapore  

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.

出版者・発行元：IJAS  

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.

出版者・発行元：CreateSpace  

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.

出版者・発行元：IISES  

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.

出版者・発行元：Nanzan University  

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.

出版者・発行元：AGON  

Editor of Special Issue on English Language Education in Japan.

This paper 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.

出版者・発行元：Nanzan University  

This paper argues for the adoption of MOOCs at Japanese universities. Massive Open Online Courses (MOOCs) are challenging and changing the education landscape throughout the world. This paper outlines a nascent research study that intends to create a blueprint for universities that wish to construct their own MOOCs. After a brief overview of the rise of MOOCs and their current status, the research procedure will be outlined.

出版者・発行元：HICE  

This paper examines students’ perspectives 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.

出版者・発行元：HICE  

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.

出版者・発行元：Nanzan University  

This paper has two main objectives. Firstly, it aims to outline the steps being undertaken by the International Education Center at Nanzan University to stimulate an increase in participation by university students in overseas study programs (OSPs). Secondly, it seeks to measure the level of motivation by students who recently participated in a newly established OSP to New Zealand for four weeks. A pre-departure and exit survey were administered to the participating students. Results from the survey responses found that the students were highly self-motivated to participate in order not only to gain a higher level of English proficiency, but also to acquire intercultural awareness. In conclusion, the meanings of the results will be shared and suggestions will be made to further improve the program.

出版者・発行元：International Journal of Arts and Sciences  

This paper introduces the framework and rationale chosen by a Japanese university in its development of intercultural communication education curriculum. In particular, it will focus on efforts being made to provide students with more practical-skill learning opportunities outside of the classroom. It first outlines the current design and scheduled implementation of a proposed Global Domestic Internship (GDI) program. Following an overview of the the suggested need for GDIs at Japanese universities, it discusses the creation of this university’s particular program. This paper intends to not only provide a overview of the proposed program, but more importantly to help teachers and administrators enhance their programs by shedding light on the needs of students and participating internship organizations.

出版者・発行元：Academia  

This short paper raises the important issue of rethinking teacher training for English teachers in Japan at junior high schools and senior high schools. After a brief overview of the current state of teacher training in Japan the paper outlines how pedagogical support could be provided through intensive teacher training workshops. The design and features of the workshops are outlined along with a summary of how additional support could be provided through an online Teacher Support Center (TSC).

出版者・発行元：Hawaii International Education  

出版者・発行元：Nanzan University  

出版者・発行元：Hawaii International Education  

出版者・発行元：Nanzan University  

This paper describes a presentation skills course which is offered at Nanzan University.

出版者・発行元：CELC  

This paper examines the design and implementation of an introductory TEFL course for third and fourth-year university students.

出版者・発行元：Nanzan University  

Helping prepare university students to become English teachers requires careful and creative planning. Despite wanting to join the teaching profession, many students are often totally unprepared for the realities of teaching. Course designers need to incorporate practical teaching skills that new teachers can use immediately from their first day in the classroom. This paper examines the design and implementation of an introductory TEFL (Teaching English as a Foreign Language) course for third and fourth-year university students (n=20). The paper outlines the creation of the course and how practical teaching skills were woven into each class. The students’ responses to the content material, teaching tasks, and pedagogical presentations are explicated through a qualitative analysis of their reflective comments. Reflective comments by the instructor are also included. Suggestions are made as to how the course can be improved.

出版者・発行元：National University of Singapore  

Students who wish to study abroad are often unprepared for the cultural and linguistic challenges they meet when living in a foreign country. How can educators help their students prepare for specific situations they may encounter? One innovative way to furnish such support is through the creation of self-study materials that provide exposure to authentic situations. Apple’s iBooks Author application for iPads opens up a wealth of opportunities for students and teachers. This paper explores the creation of a multi-touch textbook designed to give students exposure to cultural and linguistic scenarios that they are likely to encounter when studying abroad. The author outlines the need for online and offline support before describing the design and creation of the material for the Interactive Study Abroad Text (ISAT). It is hoped that this paper will help other educators who are interested in creating their own support material.

出版者・発行元：National University of Singapore  

Each year many Japanese students venture overseas to study English and to experience another culture. Often, however, they are ill prepared for the cultural and linguistic challenges that they encounter. This paper examines the perspectives of a small cohort of Japanese university students (n=4) who studied at a language school in England. It focuses on the students’ views on the linguistic and cultural challenges which they faced, and their teachers’ comments on their specific linguistic and cultural needs. Data was collected through questionnaires and videoed interviews. After an analysis and discussion of the data, the author puts forward specific proposals for establishing a support network that would help students who wish to study abroad.

総ページ数：103  

Series editor (not author)

総ページ数：78  

Academic English textbook

総ページ数：131  

Academic English Textbook

総ページ数：138  

The Academic English A course is designed to empower students by providing them with key skills that are relevant to university and professional workplace environments. Throughout the series, learners will cultivate their communicative competencies in English listening, speaking, reading and writing. Each textbook focuses on two academic content areas, with a variety of engaging student-centred activities that encourage active learning and critical thinking. QR codes provide easy access to supplementary online materials, and a practical skills section in each unit provides learners with opportunities to practice and develop their research, writing, and public speaking skills. The second edition includes new and updated resources, an enhanced skills section, and exciting new activities designed to motivate and challenge learners.

総ページ数：pp.234  

Collated articles on British culture from seminar students.

総ページ数：260  

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.

MEXT approved English communication textbook for high school students.

総ページ数：180 p.  

MEXT approved English communication textbook for high school students.

MEXT approved English communication textbook for high school students.

総ページ数：180 p.  

MEXT approved English communication textbook for high school students.

総ページ数：70  

総ページ数：70  

総ページ数：48  

TOEIC listening textbook designed for university students and members of the general public.

総ページ数：70  

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

総ページ数：70  

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

総ページ数：84  

Listening text and DVD. The DVD contains video segments that stimulate students’ interest in a variety of topics.

総ページ数：200  

Chapter on global communication written for lower-intermediate students. This textbook is designed for a content-based teaching environment. pp.133-140

総ページ数：p.120  

Multimedia online textbook written for an advanced Media English course. Chapters include; Media literacy, bias in the Media bias and stereotypes.

The 2020 COVID pandemic disrupted the education of millions of English language learners (ELLs) and forced numerous educators to adopt new online instructional practices in order to provide students with emergency remote lessons. The turmoil created by the COVID pandemic not only required English as an international language (EIL) teachers to overcome significant technological and logistical obstacles, it also underscored the importance of critical self-reflection and flexibility. This presentation will highlight how a traditional face-to-face content-driven English for academic purposes (EAP) course for first-year Japanese university students was transformed into a virtual one. The researchers will discuss the pedagogical approaches (e.g., flipped learning, project-based language learning) and ICT tools that were integrated into an online EAP program. They share the teaching challenges they experienced and lasting benefits that emerged from the pandemic. This presentation also examines the student participants’ (n=77) adjustment to the ‘new normal’ as well as the frustration and dissatisfaction that can germinate within virtual learning environments. The researchers used pre- and post-course questionnaires in conjunction with semi-structured interviews and classroom observations to gauge the effectiveness the virtual EAP course. This presentation should be of interest to educators and instructional material designers who wish to enhance their virtual teaching abilities and ELLs’ twenty-first century skills.

This presentation highlights several practical teaching strategies and lesson ideas aimed at fostering ELLs’ creativity that emerged from a blended professional learning network (PLN) for Japanese in-service EIL teachers. The presenters discussed how performing arts activities (e.g., role-plays, skits) can cultivate ELLs’ creativity and communicative competencies.

This paper discussed the creation and implementation of an academic English course at Nanzan University in Nagoya, Japan. The authors outlined each stage of the course design and highlighted the issues that need to be considered before, during, and after the creation of any academic English course. The paper concluded with some recommendations for educators who are involved in curriculum development, course design, and material creation.

Academic English courses, broadly speaking, aim to equip students with the skills they need to study in an English-medium environment. The presenters developed an academic English course that aimed to help first year university students in Japan develop critical thinking skills, autonomy, information literacy, English language skills, communication skills, and the ability to deliver informative and interesting presentations. They took a project-based approach and focused on designing materials that encourage active learning. This presentation will begin with a brief explanation of the process of course design and an overview of the syllabus and teaching materials that were created. The presenters will then discuss student survey responses and instructor observations to reflect on the strengths and weaknesses of the course and how it could be improved. The presentation will conclude with some recommendations for educators who are involved in curriculum development, course design, and material creation.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

This paper examined the issue of providing support for English teachers in Japan.

This presentation explicated two cohort’s exploration of MOOCs.

Many university students in Japan are unaware of Massive Open Online Courses (MOOCs) and their potential for learning. This paper explicates two cohort’s exploration of MOOCs. Two group of students (n=22) taking a ‘Teaching with Technology’ course at Nanzan University 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. 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.

This paper examined the issue of providing support for English teachers in Japan. The presenters explicated how they are crafting a series of intensive teacher-training workshops which are designed to help improve in-service teacher training. The presenters outlined 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.

This paper 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.

This paper explores the need for intensive teacher training workshops in Japan.

This paper explicates how a Japanese university is working to enhance its Overseas Study Programs (OSPs).

This paper examines the notion of creativity in English language classrooms in Japan.

This paper explicates one cohort's exploration of MOOCs.

This paper examines the design and implementation of and introductory TEFL course for students at a Japanese University.

This paper explores the creation of a multi-touch textbook made for iPads designed to give students exposure to cultural and linguistic scenarios that they are likely to encounter when studying abroad.

This research paper examines the notion of creativity in English language classrooms in Japan.

Presentation on students' perspectives on teaching with technology.

Students who wish to study abroad are often unprepared for the cultural and linguistic challenges they meet when living in a foreign country. How can educators help their students prepare for specific situations they may encounter? One innovative way to furnish such support is through the creation of self-study materials that provide exposure to authentic situations. Apple’s iBooks Author application for iPads opens up a wealth of opportunities for students and teachers. This paper explores the creation of a multi-touch textbook designed to give students exposure to cultural and linguistic scenarios that they are likely to encounter when studying abroad. The author outlines the need for online and offline support before describing the design and creation of the material for the Interactive Study Abroad Text (ISAT). It is hoped that this paper will help other educators who are interested in creating their own support material.

Teaching license renewal workshop.

Teaching license renewal course

Teaching seminar

Workshop given as part of a Kaken B research project

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

Active Learning Workshop

Faculty development presentation.

Intercultural communication skills for English teaching
&
Teaching English to high school students in Japan

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.

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.