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Year		 著書名
Title of the books		 著書形態
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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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