研究者詳細

教職員基本情報

氏名 Name	WILSON，John ( ウィルソン　ジョン , WILSON,John )
所属 Organization	外国語学部英米学科
職名 Academic Title	講師

出身学校

学校名 Univ.	卒業年月（日） Date of Graduation	卒業区分 Graduation    Classification2
California State University, Fresno人文学部Department of English	1993年05月	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
California State University FresnoEnglish	未設定	2005年05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	Colored by Design: A Collection of Essays on Race and Family	California State University Fresno	2005年05月
学士	Bachelor of Arts		California State University Fresno	1993年05月

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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	English Education, Creative Writing
概要（Abstract） I have worked in Japanese universities for the past 10 years teaching English.

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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
2022	Professional Development and Teacher Emotion: Finding Equilibrium Through Reflection	未設定
	Hawaii International Conference on Education  ， HICE Conference Proceedings
	概要（Abstract） The professional life of an English language university instructor entails relationships with students, parents, colleagues, administrators and often the general public in conjunction with the institutions where they work. For some instructors, these relationships can be and are often stressful and challenging. These instructors’ careers depend on these relationships as they endeavor to improve subject knowledge, pedagogic efficacy and professional development. Instructors teaching (EFL) in a country outside of their country of origin, however, are often faced with additional unique stressors and challenges when compared to other English language instructors teaching in their home country. For example, foreign nationals in Japan are often subject to teaching contracts different from their Japanese colleagues. Japanese university instructors historically have received tenure upon hire, that is, permanent employment for life. In contrast, foreign instructors often experience age caps, contract renewal limits, or demands requiring an instructor to have native-like ability in Japanese even though English is the language of delivery for courses taught. Also, when EFL instructors seek out ways to develop professionally, such as CELTA courses or Master’s or doctoral degrees, external stressors often create an uneven playing field. These events and others often produce emotional responses of which can impact teachers in their role as instructors, their pursuit of professional development and their identity within the ESL teaching community.
	備考（Remarks）
2015	Bridging Global Issues and the Japanese University Student	共著
	Academia  ， Nanzan University Academic Society  ， 99  ， 199-212  ， 2016/01
	概要（Abstract） English has rapidly become the global lingua franca. Through acquiring it, students can gain access to cultural exchanges with people around the world. This burgeoning global community presents an opportunity for dynamic understanding of worldwide issues and provides a chance to cooperatively seek solutions for them. One challenge facing teachers in Japan has been to discover new ways to introduce global issues into university classrooms. In recent years, however, TED.com has been creating authentic videos by leaders in their respective fields on a wide range of timely themes. These videos can be used in new and interesting ways to increase awareness while improving language skills of Japanese university students. The authors present a variety of ways in which TED.com can be used as a learning tool to assist students in ultimately becoming more cooperative, globally-minded citizens.
	備考（Remarks）
2014	Three Approches to Designing and Teaching English Presentation Courses	共著
	Academia Literature and Language  ， Nanzan University  ， 97  ， 199-212  ， 2015/01
	概要（Abstract） Universities in Japan often require students to give oral presentations across the curriculum. However, despite the fact that universities frequently offer presentation courses, many programs lack coherent coordination. This paper outlines how three teachers at Nanzan University design and teach their English presentation courses. Each teacher provides an overview of the essential elements of their course and the pedagogical justification for their design. Although their individual teaching approaches may differ, there is a large degree of overlap with the ultimate goal of improving students' practical presentation skills being one of the main shared goals.
	備考（Remarks）
2016	Furniture as a Technological Intervention to Enhance Collaborative Online International Learning	共著
	Academic Journal of Science  ， UniversityPublications.net  ， Volume 5, No. 1.  ， 289-299  ， 2016/05
	概要（Abstract） In Fall 2012, San Jose State University (SJSU) in California and Kwansei Gakuin University (KGU) in Japan offered to its students a Collaborative Online International Learning (COIL) course titled “Global Youth Culture”. COIL courses use distance learning technological tools to introduce students to the international learning experience with the goal of increasing the number of students who will eventually take steps to enroll in an international exchange program, or study in a foreign country. Current trends in higher education encourage use of state of the art technologically advanced tools to facilitate learning. However, the mobility and flexibility of classroom furniture, another particular aspect of technology, often is not considered or may be overlooked (Waters, J.K., 2007, Hassel, K., 2011). SJSU and KGU have classrooms that utilize movable furniture with various audiovisual technology tools designed to enable collaborative classroom interaction. These tools often include portable laptop computers, smartphones, learning management systems, video clips, digital photos, music, interactive maps and many others. This paper discusses how teachers and students, in their respective classrooms in Japan and the United States, utilized movable tables, chairs, cameras, and microphones to facilitate sharing aspects of their cultures, knowledge of the two different educational environments, and their collaborative learning experiences of being a youth in Japan and California.
	備考（Remarks） http://www.universitypublications.net/ajs/0501/index.html
2012	"The Convergence of Grace and Violence in Southern Grotesqueries"	単著
	Kwansei Gakuin University Humanities Review  ， Kwansei Gakuin University  ， 17  ， pp. 125-133  ， 2012/06
	概要（Abstract）
	備考（Remarks）
2005	Colored by Design: A Collection of Essays on Race and Family	単著
	California State University Fresno  ， 2005/05/15
	概要（Abstract）
	備考（Remarks） Master's Thesis; 78 pages
2005	“Crossing Boundaries in Film: Addressing Social Issues in David Martin’s ‘Lonely Are the Brave’ and John Ford’s ‘The Searchers’”	単著
	梅光学院大学英米文学会英米文学研究  ， Baiko Gakuin University  ， 39  ， pp. 55-59  ， 2005/05
	概要（Abstract）
	備考（Remarks）

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その他研究業績

年度 Year	題名等 Titles	カテゴリ Category	細目 Authorship
	掲載雑誌名等 Publishing Magazine，発行所 Publisher，巻／号 Vol./no.，頁数 Page nos.，発行年月（日） Date
2012	"Virtual Abroad Courses: Helping ELL Students Connect with Other Cultures"	Interview	単著
	TESOL Greece Newsletter  ， TESOL Greece  ， 114  ， pp. 32-34  ， 201206
	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.
2022	“Professional Development and Teacher Emotion: Finding Equilibrium Through Reflection"	単独	2023/01
	21st Hawaii International Conference on Education (HICE).   ， HICE  ， Hawaii International Conference on Education (HICE) Conference Proceedings
	概要（Abstract） The professional life of an English language university instructor entails relationships with students, parents, colleagues, administrators and often the general public in conjunction with the institutions where they work. For some instructors, these relationships can be and are often stressful and challenging. These instructors’ careers depend on these relationships as they endeavor to improve subject knowledge, pedagogic efficacy and professional development. Instructors teaching (EFL) in a country outside of their country of origin, however, are often faced with additional unique stressors and challenges when compared to other English language instructors teaching in their home country. For example, foreign nationals in Japan are often subject to teaching contracts different from their Japanese colleagues. Japanese university instructors historically have received tenure upon hire, that is, permanent employment for life. In contrast, foreign instructors often experience age caps, contract renewal limits, or demands requiring an instructor to have native-like ability in Japanese even though English is the language of delivery for courses taught. Also, when EFL instructors seek out ways to develop professionally, such as CELTA courses or Master’s or doctoral degrees, external stressors often create an uneven playing field. These events and others often produce emotional responses of which can impact teachers in their role as instructors, their pursuit of professional development and their identity within the ESL teaching community.
	備考（Remarks）
2016	Effective Oral Presentation Rubrics: How do University Instructors Assess Their Students?	単独	2016/10/15
	KOREA TESOL INTERNATIONAL  ， KOTESOL
	概要（Abstract） In 2016 a study small scale study was conducted to better understand how instructors at Japanese universities assess their students’ English oral academic presentations (OAPs). Additionally, from an instructor’s perspective, the study sought to determine the essential skills that Japanese university students need to be successful oral academic presenters. Through the research, discoveries were made to understand why the instructors have chosen these methods of teaching and analysis, the origin of these analytical tools and the resources used to develop them. Additionally, this study sought to better understand how well the tools provide a fair and objective method of assessing their students’ OAPs and determined how well the tools allow their students to improve their English language oral presentation skills. In this presentation, the presenter shares information from the study, provides samples of rubrics for participants to determine their effectiveness and facilitates a discussion on ways to improve transparency in assessment.
	備考（Remarks）
2016	TED.COM: Global Issues Integrated Into EFL Classes	共同	2016/11/18
	TESOL FRANCE  ， TESOL FRANCE
	概要（Abstract） Today’s youth share a connectivity that has been unparalleled in human history. Globalization, innovation and the emergence of English as the global lingua franca have served to forge borderless interactions and friendships. At the same time, humanity continues to suffer from worldwide problems such as climate change, war, poverty, and pollution, leading to an uncertain future. Our burgeoning global community and interconnectivity, however, present an opportunity for dynamic understanding of these issues and provide a chance to collectively seek solutions for them. Thus, English language instructors should seek to find methods to integrate them and cooperative learning into their curricula (Johnson & Johnson, 2003; Wilson, Graham, & Lavigne, 2016). But how? In recent years, Ted.com has been creating authentic videos by progressive leaders that help increase awareness while also improving the English language skills of university students. Using TED.com as a medium, the presenters will share a presentation format, materials and templates for teachers, and demonstrate activities to help introduce global issues into classrooms. Participants will leave with the tools to assist students in becoming globally minded citizens.
	備考（Remarks）
2016	Using TED.COM to Integrate Global Issues and Cooperative Learning Into EFL University Classrooms	未設定	2016/12/1
	CLaSic International Conference  ， National University of Singapore
	概要（Abstract）
	備考（Remarks） Today’s youth share a connectivity that has been unparalleled in human history. Globalization, innovation and the emergence of English as the global lingua franca have served to forge borderless interactions and friendships. At the same time, humanity continues to suffer from worldwide problems such as climate change, poverty, and pollution, leading to an uncertain future. Our burgeoning global community and interconnectivity, however, present an opportunity for dynamic understanding of these issues and provide a chance to collectively seek solutions for them. Thus, more English language instructors are seeking out and discovering new methods to integrate global issues and cooperative learning into their curricula (Johnson & Johnson, 2003; Wilson, Graham, & Lavigne, 2016). How? In recent years, TED.com has been creating authentic videos by progressive leaders that help increase awareness of these issues while also improving the English language skills of university students. Using TED.com as a medium, the presenters will share materials and templates, lists of appropriate TED talks, screen shots, and short video clips for eachers on how to use these resources and introduce global issues into classrooms. Participants will leave with tools to assist students in becoming more globally minded citizens.

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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.
2022	0	1	0	0	0	2	0	0
2021	0	0	0	0	0	0	0	0
2016	0	1	0	0	0	3	0	0
2015	0	0	1	0	0	2	0	0
2014	0	1	0	0	0	2	0	0
2023	0	1	0	0	2	0	0	0

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2023/04/28 更新

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