研究者詳細

教職員基本情報

氏名 Name	BIERI，Thomas ( ビーリ　トーマス , BIERI,Thomas )
所属 Organization	経営学部経営学科
職名 Academic Title	准教授
個人または研究室WebページＵＲＬ URL	https://thomasedwardbieri.weebly.com/
専攻分野 Area of specialization	Teaching Second Language (English) Extensive Reading
学会活動 Academic societies	TESOL / TESOL Reading & Vocabulary Interest Section Japan Association for College English Teachers
著書・学術論文数 No. of books/academic articles	総数 total number (21) 著書数 books (3) 学術論文数 articles (18)

出身学校

学校名 Univ.	卒業年月（日） Date of Graduation	卒業区分 Graduation    Classification2
University of California, BerkeleyDepartment of Women's StudiesWomen's Studies		卒業

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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 Southern QueenslandApplied LinguisticsTeaching Second Language	未設定	2001年04月	修了
Michigan State UniversityMaster of Educational TechnologyMaster of Educational Technolgoy	Master of Educational Technolgoy	2016年12月	修了

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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	Master of Arts, Applied Linguistics		University of Southern Queensland	2001年04月
未設定	Master of Arts in Educational Technology		ミシガン州立大学　(Michigan State University)	2016年12月15日

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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
2019	Adapting the WebQuest model to teaching English for business. Chapter in Cripps, T. (Ed.), Perspectives on English Language Education in Japan (Volume Two)	未設定
	KDP  ， 未設定  ， 157-180  ， 2019/04/14
	概要（Abstract） This paper describes the author’s adaptation of the WebQuest model for projects in English as a foreign language courses for Japanese university students of business administration. WebQuests are briefly explained, and the author’s initial exposure to the model and reasons for adapting them to his classes are outlined. Then the teaching context and two distinct projects are described in detail. The results of these coursework projects, instructor reflections, and some student reactions are also detailed. These include overall positive impressions of the use of the model for language learning. Finally, some implications and suggestions are noted.
	備考（Remarks）
2017	Normalisation in flux: teachers’ and learners’ digital literacy in the Japanese university context. (Bieri, T. E., & Elliott, D.). In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017.	共著
	EUROCALL & Research-publishing.net  ， その他  ， 51-55  ， 2017/12
	概要（Abstract） Although subsequent research suggests a more nuanced reality, Prensky’s (2001) concept of the digital native remains a compelling and influential metaphor, continuing to shape thinking in education and beyond. This paper addresses self-reported digital literacy of teachers and learners in Japanese tertiary education. An online survey was administered to measure how much access participants have to mainstream technological tools, how often they use particular types of tools and perform certain tasks, and how comfortable they feel using technology. For initial analysis, some items were grouped into constructs labeled work, creative, and social. The researchers found that teachers appear to be both more comfortable and more frequent users of technology. This is particularly apparent with ‘work’ applications. According to the data, students report lower levels of comfort even for those tools which they as frequently as teachers. In this paper the authors speculate on why this might be and discuss implications for classroom practice.
	備考（Remarks） Co-authored chapter 50% with Elliott, D.
2017	Using Presentation Software, Peer-instruction and Learner Reflections to Develop Communication Skills, Chapter in S. Ioannou-Georgiou & P. Hubbard (Eds.), Teaching English Reflectively with Technology	共著
	IATEFL  ， その他  ， 14 p.  ， 2017
	概要（Abstract） This chapter describes a project in which small groups of students in English oral communication courses in a Japanese university were asked to research and learn to use presentation software programs, to create a presentation using the software their group was assigned, to present individually to other groups of students about the software, and reflect on the project. I describe the setting and address the objectives of the unit, which were to encourage self-managed learning, cooperation and peer instruction, increased use of digital tools for creating visual aids, and critical reflection by the learners on not only the content of the unit but also the learning process. I give a detailed description of the procedures used, which culminated with learners presenting an evaluation and demonstration of a visual aid tool. I also address critical reflection during and after the project. I summarize the written reflections produced by the students and include examples of their comments.
	備考（Remarks）

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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
2023	Investigation of normalization of digital technology in language learning and teaching: Teacher training in MA programs	未設定
	アカデミア　文学・語学編 (115)  ， 南山大学南山学会  ， 115  ， pp. 179-198  ， 2024/01
	概要（Abstract） This paper describes qualitative research conducted in late 2019 and early 2020 into to what extent and in what way educational technology was incorporated in the curricula of several Master of Arts (MA) degree programs for language teachers and how administrative faculty viewed the use of technology in language learning and teaching. Institutions in Japan and Michigan, USA offering MA programs on English language teaching were identified and curricular information gathered from what was available publicly online, and then key faculty-administrators in each were identified and contacted. Data was collected from these administrators, who were asked to sit for in-person, semi-structured interviews. The spread of COVID-19 at the same time as some of the interviews resulted in some adjustments to data collection and some data loss. Analysis of the gathered data showed that the programs in general offered little if any instruction in technological pedagogy, and offered only limited experience in using educational technology in the classroom, even though the interviewed administrators expressed beliefs that it was an important element of language teaching. Some reasons for this limited instruction are noted in the results as well. Subsequent reexamination of the available online curricular information shows little apparent change in content of these programs as of 2023 in spite of the general spread of educational technology use during the COVID-19 pandemic.
	備考（Remarks） Available here: https://nanzan-u.repo.nii.ac.jp/records/2000382
2023	Student Reactions to Basic COIL for Business English	単著
	南山経営研究  ， 南山大学経営学会  ， 38/2  ， pp 147-162  ， 2023/10
	概要（Abstract） This paper describes the results and implications of a reflective research project on adopting Collaborative Online International Learning (COIL) language and intercultural exchanges in Business English Oral Communication classes, particularly student impressions of the two implementation styles that were incorporated in these classes. Qualitative data was collected via anonymous online surveys conducted after implementation of each of two distinct types of virtual exchanges during the 2019 academic year. Respondents were from convenience samples of intact classes taught by the researcher and another instructor. The research aimed to illuminate what elements of these virtual exchanges these learners liked and did not like, what elements were challenging, what elements were considered motivating and effective, and the reasons for these impressions. The paper outlines how the exchanges were planned and conducted using different online tools and methods, presents survey results, and describes instructor reflections and subsequent methodological adjustments. It is hoped that this information will help instructors in similar contexts provide more motivating and effective exchanges in the future.
	備考（Remarks） https://doi.org/10.15119/0002000219
2018	Self-reported technology use for language learning among Japanese university students	単著
	Nanzan Management Review  ， 南山大学経営学会  ， 33/3  ， 367-376  ， 2019/03
	概要（Abstract）
	備考（Remarks）
2018	Learner reflections on extensive reading materials	単著
	Extensive Reading World Congress Proceedings  ， Extensive Reading Foundation and JALT ER SIG  ， 4  ， 285-293  ， 2018/10
	概要（Abstract）
	備考（Remarks）
2017	Global themes at EUROCALL 2017. (Elliott, D. & Bieri, T. E.)	共著
	ACADEMIA Literature and Language   ， Nanzan University  ， 103  ， pp. 291-295  ， 2018/01
	概要（Abstract）
	備考（Remarks）
2017	Language learning technology preferences in Business majors.	単著
	Nanzan Management Review  ， 南山大学経営学会  ， 32/2  ， pp. 129-138  ， 2017/10
	概要（Abstract）
	備考（Remarks）
2017	Conference Report of JALTCALL 2016: CALL & the BRAIN	未設定
	ACADEMIA  ， Nanzan University  ， 101  ， pp. 195-199  ， 2017/01
	概要（Abstract）
	備考（Remarks）
2015	Implementing M-Reader: Reflections and Reaction	未設定
	Extensive Reading in Japan  ， JALT Extensive Reading SIG  ， 8/2  ， pp. 4-7  ， 2015/10
	概要（Abstract） Description of student and instructor reflections on using M-reader to track extensive reading.
	備考（Remarks）
2015	ER definitions and practice: Instructor voices	未設定
	Extensive Reading in Japan  ， JALT Extensive Reading SIG  ， 8.1  ， 4-6  ， 2015/05
	概要（Abstract） This article discusses the results of two surveys conducted in order to describe what the actual definitions and practice of a group of ER instructors at a Japanese university was, juxtapose them with the "Top ten principles for teaching extensive reading" (Day and Bamford, 2002), and identify where divergences might give cause for redefining extensive reading.
	備考（Remarks）
2014	Roles and process in peer-reviewed publishing	未設定
	Extensive Reading in Japan  ， JALT Extensive Reading SIG  ， 7/1  ， p. 27  ， 2014/05
	概要（Abstract）
	備考（Remarks）

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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.
2023	Investigation of normalization of digital technology in language learning and teaching: Teacher training in MA programs	単独	2023/12/03
	一般社団法人大学英語教育学会（JACET）中部支部 2023 年度第1 回定例研究会  ， 一般社団法人大学英語教育学会（JACET）中部支部
	概要（Abstract）
	備考（Remarks）
2023	Student reactions to Basic COIL for Business English	単独	2023/08/24
	British Association for Applied Linguistics, 56th Annual Conference  ， British Association for Applied Linguistics
	概要（Abstract）
	備考（Remarks）
2022	EFL learner reactions to using an online extensive reading system	単独	2022/08/31
	16th European Society for the Study of English Conference  ， European Society for the Study of English
	概要（Abstract）
	備考（Remarks）
2022	Business English Learner Reactions to Xreading ER Instead of Paper-Based ER	単独	2022/08/05
	Extensive Reading Around the World  ， Extensive Reading Foundation
	概要（Abstract）
	備考（Remarks）
2020	Getting the Most Out of Extensive Reading Online Resources for Your ELLs	単独	2021/03/08
	Michigan Association for Computer Users in Learning (MACUL) Conference  ， MACUL
	概要（Abstract）
	備考（Remarks）
2020	Mreader and Xreading: They aren’t the same thing	単独	2020/08/14
	TESOL Reading and Vocabulary Interest Section Online Workshop  ， TESOL International
	概要（Abstract）
	備考（Remarks）
2019	COILを使い始める経験 (Starting up with COIL)	単独	2019/08/27
	Summer Institute on International Education, Japan  ， 国際教育研究コンソーシアム
	概要（Abstract）
	備考（Remarks）
2019	最初のCOILの感想 (Impressions of First COIL)	単独	2019/07/14
	NU-COIL Symposium  ， Nanzan University
	概要（Abstract）
	備考（Remarks）
2018	What tech to use? Preferences of Japanese Business majors	単独	2019/03/13
	TESOL International Convention 2019  ， TESOL International Association
	概要（Abstract）
	備考（Remarks）
2018	Getting the most out of Quizlet Live & Kahoot	単独	2018/10/05
	The Australian Council of TESOL Associations International Conference 2018  ， The Australian Council of TESOL Associations
	概要（Abstract）
	備考（Remarks）

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教育活動

年度 Year	タイトル Title	内容等 Content	活動期間 Period of Activities
2023	Using Online Resources to Support and Promote Extensive Reading	Workshop presented at the 2023/32nd International Symposium and Book Fair on English Teaching, the annual conference of ETA-ROC, co-hosted by College of Humanities and Social Sciences & Institute of Applied English National Taiwan Ocean University.	2023/11/11
2022	Introduction to NU-COIL	Workshop presented to Griffith University Professional Development Webinar Series.	2023/02/21
2020	Mreader & Xreading: They aren't the same thing	Presenting and facilitating discussion at a TESOL International Reading & Vocabulary Interest Section Online Roundtable	2020/08/14
2019	Quizlet: Effective use inside and outside the language classroom	Workshop at The 28th International Symposium on English Language Teaching and Book Exhibit (Taiwan) on ways to use Quizlet to promote language learning in class and for independent study.	2019/11/10
2019	Gamify your classes with Quizlet Live and Kahoot!	JALT 2019 International Conference Technology in Teaching Workshop on using Quizlet Live and Kahoot! for learning games in the classroom.	2019/11/01
2019	Engaging digital natives with gamified learning apps: Quizlet and Kahoot	Workshop at the 2019 KOTESOL International Conference on using Quizlet and Kahoot in second language courses.	2019/10/12
2019	Active Classroom Engagement with Quiz Apps	Workshop at JACET 2019 Convention on using Quizlet and Kahoot for language teaching and learning.	2019/08/29
2019	Kahoot for classroom fun.	Presentation at Nagoya JALT Chapter Meeting on how to use Kahoot! study app.	2019/01/20
2014	Making your own WebQuests	This workshop introduced participants to WebQuests, included demonstrations of some available WebQuests, and went over an evaluation rubric and process for creating WebQuests.	2014/11/21
2014	Digital Video: Using Tools for Speaking and Presentation Practice, Reflection, and Assessment.	This workshop guided participants in making use of a variety of digital video recording devices, cloud and offline storage options, sharing techniques, and uses. Recording with hand-held digital video cameras, smart-phones and tablet computers, webcams, and using the record function for Google Hangout were demonstrated. The workshop also addressed management of the recordings, including how to upload to a personal computer, the use of storage and sharing sites such YouTube and Vimeo, and attention to privacy settings and other controls. Additionally, ideas for using these recordings to support learner practice, self-reflection, peer support and even public presentation were discussed.	2014/06/06

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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
2023	Outbound Chair, TESOL Reading and Vocabulary Interest Section	2023/03~2024/03
	活動内容等（Content of Activities） Co-Leading the steering committee of the TESOL Reading and Vocabulary Interest Section.
2022	Chair, TESOL Reading and Vocabulary Interest Section	2022/03~2023/03
	活動内容等（Content of Activities） Leading the steering committee of the TESOL Reading and Vocabulary Interest Section.
2021	Seminar Co-organizer, 16th ESSE Conference	2021/05-2022/10
	活動内容等（Content of Activities） With co-organizers, prepare and submit a seminar proposal, recruit submissions and vet for appropriateness, manage communication with proposing researchers and conference organizers, plan program for seminar, moderate sessions.
2021	Chair, TESOL Reading and Vocabulary Interest Section	2021/03~2022/03
	活動内容等（Content of Activities） Leading the steering committee of the TESOL Reading and Vocabulary Interest Section.
2020	Symposium Co-organizer, AILA 2020/2021	2019~2021
	活動内容等（Content of Activities） Was lead organizer of a reading and vocabulary symposium for the AILA 2020 (2021) International Conference.
2020	Seminar Co-organizer. 15th ESSE Conference	2019~2021
	活動内容等（Content of Activities） Was a co-organizer of an ELT symposium for the 15th ESSE Conference (2020/2021) planned for Lyon, France and eventually shifted online.
2020	Chair-Elect, TESOL Reading and Vocabulary Interest Section	2019/11~2021/03
	活動内容等（Content of Activities） Assisting the Chair managing activities and communications during the founding and inaugural year of the TESOL Reading and Vocabulary Interest Section
2016	JALT Affiliate Representative, TESOL International Association	2016/12/10~2017/10/31
	活動内容等（Content of Activities） Represent JALT at the TESOL International Convention.
2016	広報担当理事、全国語学教育学会(JALT)	2016/11/25~2017/10/31
	活動内容等（Content of Activities） Directing PR activities for JALT, other national-level policy making and leadership activities.
2015	PanSIG2016 Submissions Chair	2015/11/22 ~ 2017/04/15
	活動内容等（Content of Activities） Oversee call for papers and submission process, assist in management of review process, for PanSIG2016. Sit on planning committee for the conference.

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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.
2023	0	0	2	0	0	1	0	1
2022	0	0	0	0	0	2	0	0
2021	0	0	0	0	0	0	0	0
2020	0	0	0	0	0	1	0	1
2019	1	0	0	0	0	0	0	2
2018	0	1	1	0	0	8	0	0
2017	2	0	2	0	0	6	1	1
2016	0	0	1	0	0	6	0	0
2015	0	2	0	0	0	3	3	0
2014	0	0	0	0	0	4	1	3

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2024/02/24 更新

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