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	講師
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	Japan Association for Language Teaching (JALT) JALT Extensive Reading Special Interest Group JALT Computer Assited Language Learning SIG TESOL / TESOL CALL Interest Section
著書・学術論文数 No. of books/academic articles	総数 total number (18) 著書数 books (2) 学術論文数 articles (16)

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
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）
2013	Using a StAIR to Introduce Extensive Reading	単著
	Nanzan English Education Center Handbook 2014  ， Nanzan English Education Center  ， 2014/03
	概要（Abstract） Information on using an electronic resource for introducing students to extensive reading for courses.
	備考（Remarks）
2013	ER in Japanese Universities: How they do it.	単著
	Extensive Reading in Japan  ， JALT Extensive Reading SIG  ， 6/2  ， 2013/10
	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.
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）
2018	Digital literacy, technology use, and language education in Japanese universities	共同	2018/10/04
	The Australian Council of TESOL Associations International Conference 2018  ， The Australian Council of TESOL Associations
	概要（Abstract）
	備考（Remarks）
2018	Japanese University Business Majors Language Learning Technology Preferences	単独	2018/10/03
	The Australian Council of TESOL Associations International Conference 2018  ， The Australian Council of TESOL Associations
	概要（Abstract）
	備考（Remarks）
2018	WebQuests in teaching English for business in Japan	単独	2018/09/02
	14th European Society for the Study of English Conference  ， European Society for the Study of English
	概要（Abstract）
	備考（Remarks）
2018	Language Learning Technology Preferences of Business Majors in Japan	単独	2018/08/31
	14th European Society for the Study of English Conference  ， European Society for the Study of English
	概要（Abstract）
	備考（Remarks）
2018	Business majors’ language learning technology use preferences	未設定	2018/06/09
	JALT CALL 2018  ， JALT CALL SIG
	概要（Abstract）
	備考（Remarks）
2018	Using WebQuests for Business Majors	単独	2018/05/20
	JALT PanSIG  ， Japan Association for Language Teaching
	概要（Abstract）
	備考（Remarks）
2017	Extensive Reading: Promoting holistic ELL literacy.	未設定	2018/03/19
	North Carolina Reading Association Conference 2018: Power up your literate mind.   ， North Carolina Reading Association
	概要（Abstract）
	備考（Remarks）
2017	Normalisation and digital literacy in the Japanese university language learning context.	共同	2017/12/07
	International Conference on ESP, New Technologies and Digital Learning   ， Hong Kong Polytechnic University
	概要（Abstract）
	備考（Remarks） Co-authored with D. Elliott

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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
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
2013	Techniques and Etiquette for Using Digital Recording Devices	Internal FD presentation on how to use devices such as IC recorders and digital video cameras in the classroom.	2013/10/15
2012	Engaging Young Readers:Introducing Young Learners to Extensive Reading	The workshop-presentation included an introduction of Extensive Reading and a variety of materials available for young English learners, examples of classroom activities for getting young students interested in reading, and attendees applying what they learned using books provided by the speaker.	2013/03/24

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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
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.
2015	ER Seminar Chair	2015/11/22 ~ 2016/10/31
	活動内容等（Content of Activities） Leading preparation for the 9th Annual Extensive Reading Seminar, to be held Oct. 1 & 2, 2016.
2014	JALT Executive Committee	2015/02/07~2016/11/25
	活動内容等（Content of Activities） Advisory committee to the Board of Directors of JALT.
2014	JALT ER Seminar AM & VIP Liaison/Submissions Chair	2013/10/30~2014/10/1
	活動内容等（Content of Activities） Organization of the JALT ER Seminar including: -Recruitment of and coordination with plenary speakers -Recruitment of and coordination with sponsors -Coordinating online submission system -Leading the vetting and scheduling -Supporting the Seminar Chair
2013	JALT CALL SIG AM Liaison	2013/06/02~2017/10/31
	活動内容等（Content of Activities） Officer in the CALL SIG charged primarily with coordination with sponsors and other associate members.
2013	PanSIG Conference Technical Chair	2012/09/15~2013/05/31
	活動内容等（Content of Activities） Arranged technical equipment access, coordinated with presenters to cover needs and explain usage and campus policies, taught student interns to use and troubleshoot equipment and work with presenters, consulted with and advised Chair and Site Chair on a variety of issues.
2012	JALT ER SIG Coordinator	2012/04/20 ~ 2016/11/25
	活動内容等（Content of Activities） Coordination of JALT Extensive Reading SIG
2012	Journal of Extensive Reading Founding Editor	2012 ~
	活動内容等（Content of Activities） A Founding Editor of Journal of Extensive Reading

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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.
2019	1	0	0	0	0	0	0	0
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
2013	0	2	1	0	0	6	1	4
2012	0	0	0	0	0	0	1	1
2011	0	2	0	0	0	0	0	0
2004	0	0	1	0	0	0	0	0

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2019/04/25 更新

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