研究者詳細

教職員基本情報
氏名
Name
FLORES,Ana Maria ( フローレス アナ マリア , FLORES,Ana Maria )
所属
Organization
外国語教育センター外国語教育センター
職名
Academic Title
講師
専攻分野
Area of specialization

Curriculum and Instruction
Teaching English as a foreign language

学会活動
Academic societies

Japan Association of Language Teachers (JALT)
South Korea TESOL

著書・学術論文数
No. of books/academic articles
総数 total number (8)
著書数 books (1)
学術論文数 articles (7)

出身学校
学校名
Univ.
卒業年月(日)
Date of Graduation
卒業区分
Graduation
   Classification2
The Royal and Pontifical University of Santos in Manila, PhilippinesBachelor of Science in Secondary EducationEducation and History 1992年03月  卒業 
詳細表示
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 Phoenix, USA MA in Education with a Specialization in Curriculum and Instruction 修士課程  2013年04月  修了 
詳細表示
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 in Education with a Specialization in Curriculum and Instruction    University of Phoenix  2013年04月30日 
専門士 Certificate in English Language Teaching to Adults (CELTA)     University of Cambridge, UK   2005年09月 
学士 Bachelor of Science in Secondary Education    The Royal and Pontifical University of Santo Tomas, Philippines  1992年03月31日 
詳細表示
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
2023  Teaching and Learning in Japanese Classrooms: Teachers' Perspectives  共著   
Cambridge Scholars  , B5  , 13~26  , 2023/05/26   

概要(Abstract) Traditional educational practices include attending classes, purchasing textbooks, listening to lectures, and collaborating with peers or classmates through group or pair work. For the most part, these learning methods help achieve the objectives of a particular study. However, there is an approach that helps enhance the learning experience but is often underrated, and that is, having the learners teach the skills they have learned well enough for others to learn them. In this paper, I would like to describe this practice, commonly known as ‘Learning by Teaching’ or LdL, and my own experiences in utilising it with English language learners at a Japanese university.

Peer-tutoring, interchangeably called peer learning, is a well-established teaching practice that can be dated back to the ancient Greeks (Topping, 1996). Different academic investigations and research over the years about the different formats of peer-tutoring have led to a more formal description of the practice. In the 1980s, Jean-Pol Martin, a French language teacher at German schools, developed a teaching-learning approach that aimed to enhance the students’ learning experience by encouraging them to teach other students (Martin, 1985). This approach is now known as Learning by Teaching (LdL - from the German Lernen durch Lehren), an approach that “sees the students in the role of the teacher” (Stollhans, 2016, 161). A few philosophers have been quoted on the matter over the years: ‘To teach is to learn twice’ (Joubert); ‘He who teaches, learns’ (Comenius); or ‘Teaching is learning’ (Seneca) (Duran, 2016).

This chapter will define peer learning and enumerate the benefits of online peer learning in EFL/ESL classrooms in an increasingly digital age. Furthermore, this paper will give descriptions of the tasks and activities that have been undertaken by EFL students to capitalise on the benefits of peer learning in an asynchronous online learning format.

Based on the data from the students’ performance (completed tasks and activities), the practitioner has observed and confirmed that peer teaching and peer learning significantly contributes to language learning and acquisition. The practitioner will discuss the reasons the LdL Approach can be a ubiquitous instructional practice by educators in the ESL/EFL field.
 

備考(Remarks)  

詳細表示
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
2024  The Advantages of Using Web-based Electronic Portfolio Assessment in the English as a Second Language Classroom  単著   
Journal of the Nanzan Academic Society  , Nanzan Universiy  , 116  , 300-350  , 2024/07   

概要(Abstract) In the field of English as Second Language (ESL) teaching, traditional assessment methods such as multiple choice, gap-fill, or cloze tests have long been the standard for evaluating student performance. However, these methods often fall short in capturing the true abilities and progress of individual ESL learners. Since the transition towards student-centered approaches in ESL teaching highlights the importance of active learning and hands-on experiences, the shift necessitates assessment methods that take into account students' individual comprehension and personal distinctions to provide a comprehensive evaluation of their performance. In this regard, E-portfolios have emerged as an innovative and promising assessment that align with student-centered principles in ESL classes, accommodate diverse learning styles and foster self-regulated learning. However, despite the clear potential of E-portfolios in enhancing self-regulated learning in ESL classrooms, research on this assessment tool is limited. This study aims to fill this gap by exploring the effectiveness of e-portfolio-based assessment in nurturing students' self-regulated learning through literature review. The review's results confirm that e-portfolio-based assessment can boost students' self-regulated learning in the ESL context and underscore its significance as a tool for facilitating personalized and efficient learning experiences.  

備考(Remarks)  

2024  Enhancing Language Education with Technology: The Pedagogical Potential of Flip App in ESL Classrooms  単著   
Journal of the Nanzan Academic Society  , Nanzan Universiy  , 115  , 307-317  , 2024/01   

概要(Abstract) The increasing integration of digital tools and platforms within foreign language education has prompted many educators to explore the efficacy of these digital instructional aids in facilitating language learning processes. In this regard, this paper will explore the pedagogical potential of Flip, a video-based social learning app which has been increasingly adopted as a digital instructional tool in English as a Second Language (ESL) classrooms for enhancing language education. The author will present approaches and methodologies in which Flip can be used as a pedagogical tool to enhance language acquisition, oral communication skills, and student engagement in ESL classrooms. This paper will also give a brief discussion about the theoretical foundations of technology-enhanced second language education and highlight the unique features of Flip that make it suitable for language learning. In addition, this paper will discuss the challenges and limitations of implementing Flip in ESL classrooms and suggest recommendations for successful integration into ESL curricula. By emphasizing the pedagogical potential of Flip, this article aims to contribute to the ongoing efforts in leveraging technology to improve language education and foster effective oral communication skills in ESL classrooms.  

備考(Remarks)  

2023  The Importance of Instructional Scaffolding in ESL Classrooms  単著   
Journal of the Nanzan Academic Society  , Nanzan Universiy  , vol. 114  , 2023/06   

概要(Abstract) Instructional scaffolding is a pedagogical approach that facilitates learning through engaging, relevant, and carefully designed activities that efficiently develop the student’s skills and knowledge. In an English as a Second Language (ESL) classroom, instructional scaffolding is a valuable tool in helping students overcome the challenges associated with learning a new language, and thus consequently promotes language acquisition. In this article, the author will define instructional scaffolding and point out the importance of this pedagogical approach in the ESL classroom, the strategies for its implementation, and the challenges and considerations of instructional scaffolding in the ESL classroom. 

備考(Remarks)  

2023  Theme-based Role-play as an Alternative Approach in a Task-based EFL Learning and Teaching Environments  単著   
Journal of the Nanzan Academic Society  , Nanzan Universiy  , vol. 113  , 2023/03   

概要(Abstract) Although the task-based approach has received significant interest and attention from EFL researchers and practitioners, there is always a concern about its effective implementation. Hence, this paper will discuss theme-based role play as an alternative tool in task-based EFL learning and teaching environments and share topics for theme-based role play in an EFL classroom. Also, the author will briefly describe the origin of role play, explain what it is, present how it is valuable in the development of EFL learners’ social and communicative competence and discuss its benefits in EFL classrooms. Furthermore, this paper will present the three main stages of role play for its successful implementation in an EFL classroom. 

備考(Remarks)  

2022  ESL Education in Technology-Based Learning Environments  単著   
Journal of the Nanzan Academic Society  , Nanzan Universiy  , vol. 112  , 2022/07   

概要(Abstract) Educators in the field of English as a Second Language (ESL) select content and design lessons that address the learners' developmental and practical language needs. Of these methods and approaches for ESL instructions, the most preferred recently is the use of technology and online resources. Coincidentally, the unanticipated shifting from face-to-face instructions to online or hybrid has directed both the ESL educators and learners to the extensive use of technology and online resources. Hence, ESL educators nowadays search for easy-to-follow instructions and teaching tools that can set learners up for practical and productive online language learning. This paper will briefly discuss how virtual learning environments foster ESL education, outline a list of online interactive language teaching and learning websites and apps, and examine the difficulties ESL educators and learners may encounter while utilizing technology and online tools in the teaching and learning process.
 

備考(Remarks)  

2021  Online Task-based English as a Foreign Language (EFL) Education  単著   
The Journal of the School of Foreign Studies  , Aichi Prefectural University  , no. 53  , 283-293  , 2021/03   

概要(Abstract) The use of technology-mediated task-based language education (TBLT) online is now more than ever imperative as the sudden disruption caused by the COVID-19 pandemic has unpredictably redefined the educational institutions' approaches and methodologies. Online language education has become a reality for many foreign language programs that have been precipitously compelled to remote teaching. Therefore, as language classrooms are now being redefined, further knowledge of how to set learners up to do online task-based studies to achieve their language learning goals must be part of teachers' professional development. There are multiple academic resources written on tasks, technology, task-based language courses online, and the availability of multimedia input resources like YouTube videos, Netflix movies, newscasts, and podcasts and free online reading materials. Still, there remains few, if none, methodological guidelines for how to do TBLT online that promotes productive language output, scaffolds the kind of interaction that facilitates and motivates language learning, and gives feedback, which are crucial to develop foreign language skills (Gass, 1997; Long,1981; Swain, 1995; Swain and Watanabe, 2013). This article will do a literature review of Task-based Language Teaching (TLBT) principles and give two examples of lesson plans that demonstrate the Willis (1996, 2012) task-based methodology framework for synchronous and video-based online teaching and learning. 

備考(Remarks)  

2020  Adapting to the Changing Norms by Shifting from On-site to Online Classes  単著   
Mulberry  , Aichi Prefectural University  , no. 70  , 71-84  , 2020/08   

概要(Abstract) The objective of English as a Second Language (ESL) educator has always been to make learning relevant to the learners' lives and language needs. ESL professionals and practitioners have continuously developed various methods and approaches to achieve this goal. Two of these many effective means for widening language learning opportunities, as much research has shown, are the use of technology and online resources. With the sudden disruption caused by COVID-19 in the academe worldwide, the use of technology and online resources has become more imperative for education and more widespread in educational institutions and homes. This dramatic expansion has made many ESL teachers fully utilize technology and online resources for language teaching. Therefore, as language classrooms are now being redefined, further knowledge on how to set learners up to do online tasks successfully that they may achieve their language learning goals must be part of teachers' professional development. This paper will briefly discuss how the effective use of technology and online resources improves learners' language learning skills, a categorized list of online language teaching and learning tools, and the challenges of utilizing technology and online tools in the teaching and learning process 

備考(Remarks)  

2020  Utilizing Folktales as Culture-Specific Schemata to Promote English as a Second Language (ESL) and English as a Foreign Language (EFL) Reading Fluency  単著   
The Journal of the School of Foreign Studies  , Aichi Prefectural University  , no. 52  , 343-352  , 2020/03   

概要(Abstract) Selecting materials that can promote ESL/EFL reading fluency and can provide reading lessons that are dynamic, motivating and meaningful are problems that language teacher often face. As a result, teachers are pressed to resort to monotonous activities found on teaching resources which oftetimes make the students discouraged to actively participate. One under-utilized teaching concept in the field of foreign language teaching is the use of folktales in reading class. Folktales contain and convey thematic elements that are profound for all humanity (Kuroda, 2013). The thematic nature of folktales which includes moral lessons, values, misconduct, admonition, deceit and similar things are significant for all, consequently making folktales suitable materials in promoting ESL/EFL reading fluency (Taylor, 2000). This paper will present the rationale for utilizing folktales as culture-specific schemata to promote ESL/EFL reading fluency. The paper will also show how folktales drawn from the students' own culure are utilized in getting them familiar with extensive reading, thus resulting to fluency in reading other types of fictional materials.  

備考(Remarks)  

詳細表示
学術関係受賞
年度
Year
受賞学術賞名
Name of award
受賞対象となった研究/業績/活動等
Activity for which award given
受賞年月(日)
Date
授与機関
Award presenter
2016  Best of Japan Association for Language Teaching (JALT) 2016 Award  Japan Association of Language Teaching (JALT) Annual Extensive Reading Seminar ,1 October 2016  2016年10月01日 
Japan Association of Language Teaching (JALT), International Conference, November 2017, University of Tsukuba, Japan 

備考(Remarks)  

詳細表示
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  Breaking Barriers in ESL Learning: Unveiling Flip's Potential for Communication Skills Development  単独  2023/11/25~26 
20th AsiaCALL International Conference, University of Foreign Language Studies, The Da Nang University, Da Nang City, Vietnam  , 20th AsiaCALL International Conference, University of Foreign Language Studies, The Da Nang University, Da Nang City, Vietnam   

概要(Abstract) This presentation explores the transformative potential of Flip, an emerging educational tool, in enhancing communication skills among ESL learners. By investigating its impact on breaking barriers in language acquisition, the research examines Flip's unique features and methodologies that cater to diverse learner needs. The presentation highlights how Flip fosters interactive learning environments, promotes linguistic proficiency, and empowers ESL learners to overcome communication challenges. 

備考(Remarks)  

2022  Task-based Activities for Online ESL Class  単独  2022/11/11~14 
48th International Conference on Language Teaching and Learning & Educational Materials Exhibition: Learning from Students, Educating Teachers - Research and Practice, Fukuoka International Congress Center, Fukuoka City, Japan  , Japan Association of Language Teachers (JALT)   

概要(Abstract) This presentation was about the integration of online activities involving travel presentations and video-recorded roleplay simulations of international travel experiences. It highlighted the use of digital platforms to engage students in immersive and educational travel-related activities. These activities not only promote cultural awareness but also enhance language skills and global understanding. This presentation underscored the pedagogical value of incorporating technology to simulate real-world travel scenarios within an online educational context. 

備考(Remarks)  

2018  Matching the Task and Learners' Experience: Utilizing Folktales as Culture-Specific Schemata to Promote ESL/EFL Reading Fluency  単独  2018/05/12 
2018 Korea Teachers of English Speakersof Other Languages (KOTESOL) National Conference: Korean ELT in the Modern World  , Korea Teachers of English Speakersof Other Languages (KOTESOL)    

概要(Abstract) This presentation discusses a novel approach to improving reading fluency in English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. It suggests using culturally relevant folktales as a teaching tool, aligning language learning with students' diverse backgrounds. The presentation covers the theoretical basis of this approach, its practical implementation in the classroom, and its benefits in terms of language acquisition and cultural sensitivity. Overall, it aims to inspire educators to use culture-specific schemata, such as folktales, to enhance language teaching and promote intercultural competence among learners. 

備考(Remarks)  

2017  Learning through Teaching  単独  2017/12/9 
First Nanzan University Language Education Seminar  , Nanzan University   

概要(Abstract) This presentation outlined the advantages of employing a "learning through teaching" approach in ESL (English as a Second Language) classrooms. It emphasized how students could benefit significantly by taking on teaching roles, such as peer tutoring or leading discussions. The presentation underscored the positive impact of this pedagogical approach on both the learner-teachers and their peers in ESL settings. 

備考(Remarks)  

2016  “Matching the Task and Learner’s Experience/Present Knowledge,” 1 October 2016, 9th Annual Extensive Reading Seminar 2016, Nanzan University, Nagoya City, Aichi, Japan.  単独  2016/10/01 
9th Annual Extensive Reading Seminar, Nanzan University, Nagoya City, Japan  , Japan Association of Language Teachers (JALT)   

概要(Abstract) This presentation is about fashioning reading activities that have students do tasks using knowledge that is already within their experience, thereby increasing motivation. It is a practical application of the learning principle of Paul Nation, Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand.

This presentation demonstrates how folklores and folktales that pertain to the students' native language and native culture are suitable to call upon the learners'existing schemata (Rumelhart, 1980), "thereby facilitating comprehension of the English text (Kuroda, 2013). It further shows that implementing a course of study utilizing the same as a cornerstone will make the students have new appreciation of English.  

備考(Remarks)  

2015  Shared Reading.  単独  2015/06/11~12 
8th Annual Extensive Reading Seminar 2015, JALT Reading SIG  , Seinan Jo Gakuin University, Kitakyushu, Japan   

概要(Abstract) In this presentation, I explored the essential components of motivation and engagement in the context of English language reading. I also discussed the psychological aspects of motivation and how educators can harness these to cultivate a reading culture in the classroom. The presentation also delved into practical methods such as book selection, interactive reading activities, and technology integration, all designed to captivate students' interest and boost their English reading skills. 

備考(Remarks) A seminar-workshop about approaches and methodologies to motivate students to read text/stories in English language.  

2013  Objectives of the International Cultural Exchange Program.  単独  2013/04/16 
International Cultural Exchange Program  , Okinawa Prefectural Board of Education    

概要(Abstract)  

備考(Remarks) Professional orientation given to the newly-hired Assistant Language Teachers assigned in the public elementary, junior and high schools in Naha City, Okinawa, Japan.  

2013  Teaching English as a Foreign Language: Basic Principles and their Practical Implications.  単独  2013/04/06 
Global Education Academy, Naha City, Okinawa, Japan    

概要(Abstract) A TEFL course/seminar offered to junior and high school teachers in Naha City, Okinawa.

This TEFL seminar was tailored for junior and senior high school teachers in Naha City, Okinawa, Japan. The seminar focused on improving English language education by addressing challenges such as large class sizes and varying student proficiency levels. It covered topics like Communicative Language Teaching, classroom management, cultural sensitivity, assessment, technology integration, and professional development. The goal was to empower teachers with practical skills and resources to enhance their teaching and create a community of educators dedicated to improving English language education in the region.  

備考(Remarks)  

2012  Objectives of the International Cultural Exchange Program.  単独  2012/04/10 
International Cultural Exchange Program  , Okinawa Prefectural Board of Education    

概要(Abstract)  

備考(Remarks) Professional orientation given to the newly-hired Assistant Language Teachers assigned in the public elementary, junior and high schools in Naha City, Okinawa, Japan.  

2011  Objectives of the International Cultural Exchange Program.  単独  2011/04/11 
International Cultural Exchange Program  , Okinawa Prefectural Board of Education    

概要(Abstract)  

備考(Remarks) Description: Professional orientation given to the newly-hired Assistant Language Teachers assigned in the public elementary, junior and high schools in Naha City, Okinawa, Japan.  

詳細表示
教育活動
年度
Year
タイトル
Title
内容等
Content
活動期間
Period of Activities
2022  Task-based Activities for Online ESL Class 

This presentation was about the integration of online activities involving travel presentations and video-recorded roleplay simulations of international travel experiences. It highlighted the use of digital platforms to engage students in immersive and educational travel-related activities. These activities not only promote cultural awareness but also enhance language skills and global understanding. This presentation underscored the pedagogical value of incorporating technology to simulate real-world travel scenarios within an online educational context.  

2022/11/12 ~ 2022/11/14  
2018  Matching the Tasks Within the Learners' Experience, KOTESOL National Conference Crossing Borders (Kangnam University) 12 May 2018 

This presentation is about fashioning reading activities that have students do tasks using knowledge that is already within their experience, thereby increasing motivation. It is a practical application of the learning principle of Paul Nation, Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand.

This presentation demonstrates how folklores and folktales that pertain to the students' native language and native culture are suitable to call upon the learners'existing schemata (Rumelhart, 1980), "thereby facilitating comprehension of the English text (Kuroda, 2013). It further shows that implementing a course of study utilizing the same as a cornerstone will make the students have new appreciation of English.  

2018/05/11 ~ 13 
2017  Learning Through Teaching: The Nanzan Summer Immersion Programme 

The Summer Immersion English Program at Nanzan University is primarily offered to students who are interested to participate in a higher number of classes at a very short period of time (five days). After successfully completing the course participants earn one course credit. This is beneficial to students who are very interested in improving their English communication skills, and particularly helpful to senior students who need a credit in English.

In this presentation, the presenter will describe her experience designing and delivering a course specifically focused on facilitating the acquisition and development of the students’ skill in ESL teaching. During the course, the students were familiarised with concepts of ESL teaching, particularly its approaches, methods, procedures, and techniques. The students were taught the different stages of the lesson and the rationale behind each stage of the lesson. There were individual writing tasks, communicative games, interactive activities in groups, and pair work during the course of the Intensive English Program, culminating in the drafting of a lesson plan and the teaching of a mock ESL class.
 

2017 December 09 
2016  “Matching the Task and Learner’s Experience/Present Knowledge,” 1 October 2016, 9th Annual Extensive Reading Seminar 2016, Nanzan University, Nagoya City, Aichi, Japan. 

This presentation is about fashioning reading activities that have students do tasks using knowledge that is already within their experience, thereby increasing motivation. It is a practical application of the learning principle of Paul Nation, Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand.

This presentation demonstrates how folklores and folktales that pertain to the students' native language and native culture are suitable to call upon the learners'existing schemata (Rumelhart, 1980), "thereby facilitating comprehension of the English text (Kuroda, 2013). It further shows that implementing a course of study utilizing the same as a cornerstone will make the students have new appreciation of English.  

1 October 2016 
2015  Shared Reading 

8th Annual Extensive Reading Seminar 2015 held at Seinan Jo Gakuin University organized by Japan Association of Language Teachers on 2015 June 12th.

In this presentation, I explored the essential components of motivation and engagement in the context of English language reading. I also discussed the psychological aspects of motivation and how educators can harness these to cultivate a reading culture in the classroom. The presentation also delved into practical methods such as book selection, interactive reading activities, and technology integration, all designed to captivate students' interest and boost their English reading skills.  

2015 June 11 ~ 2015 June 12 
2013  Teaching English as a Foreign Language: Basic Principles and their Practical Implications 

A TEFL course/seminar offered to junior and high school teachers in Naha City, Okinawa.

This TEFL seminar was tailored for junior and senior high school teachers in Naha City, Okinawa, Japan. The seminar focused on improving English language education by addressing challenges such as large class sizes and varying student proficiency levels. It covered topics like Communicative Language Teaching, classroom management, cultural sensitivity, assessment, technology integration, and professional development. The goal was to empower teachers with practical skills and resources to enhance their teaching and create a community of educators dedicated to improving English language education in the region. 

2013 April 6 ~ 2013 April 13 
2013  Objectives of the International Cultural Exchange Program 

Lecture given for the newly-hired Assistant Language Teachers (ALTs) assigned in the elementary, junior and senior high schools in Naha City, Okinawa.  

2013 April 16 
2012  Objectives of the International Cultural Exchange Program 

Lecture given for the newly-hired Assistant Language Teachers assigned in the elementary, junior and senior high schools in Naha City, Okinawa. 

2012 April 10 
2011  Objectives of the International Cultural Exchange Program 

Lecture given for newly-hired Assistant Language Teachers at Naha City Board of Education, Okinawa. Attendees were ALTs assigned both in the public elementary, junior and senior high schools.  

2011 April 11  
2003  English Language Education: The Philippine Experience 

This public lecture in Naha City, Okinawa, sponsored by the Global Education Center and Study Abroad Center, brought together a diverse audience of private and public elementary and junior high school teachers, as well as supervisors and administrators. The event aimed to promote global perspectives in education, foster collaboration between different educational sectors, and facilitate the spread of innovative educational practices in the region. 

2003/10/18 
詳細表示
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 
2022 
2021 
2020 
2018 
2017 
2016 
2015 
2013 
詳細表示

2024/06/27 更新