研究者詳細

教職員基本情報

氏名 Name	ELMETAHER，Hosam ( エルミターヘル　ホサム , ELMETAHER,Hosam )
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
個人または研究室WebページＵＲＬ URL	https://www.researchgate.net/profile/Hosam_Elmetaher
専攻分野 Area of specialization	Applied Linguistics TESOL
学会活動 Academic societies	Japan Association for College English Teachers (JACET) 大学英語教育学会 Japan Association for Language Teaching (JALT) 特定非営利活動法人全国語学教育学会 Asian Association for Language Assessment (AALA)
社会活動 Community services	Daily English TV program to develop basic English language skills in a local Thai community. Service-Learning Project in collaboration with the Beppu Board of Education & Ritsumeikan Asia Pacific University (Oita) Several online and onsite language courses for local community.
著書・学術論文数 No. of books/academic articles	総数 total number (11) 著書数 books (2) 学術論文数 articles (9)

出身学校

学校名 Univ.	卒業年月（日） Date of Graduation	卒業区分 Graduation Classification2
Tanta University 教育学部TESOL	2002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
広島大学大学院文芸学研究科Applied Linguistics	博士課程	2022年03月	修了
Graduate School of Education, Hawaii University 学校教育研究科TESOL	修士課程	2008年08月	修了
Tanta University, Graduate School of Education 言語教育研究科TESOL	専門職学位課程	2003年10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
博士	PhD in Applied Linguists	Exploring the Extent to Which Productive Vocabulary Knowledge Tasks Detect Changes	Hiroshima University	2022年03月04日
修士	MEd in Curriculum Studies (TESOL)	Implementing Communicative Language Teaching: A mixed Methods Study to Improve and Develop Listening and Speaking Skills for University Level Foreign Language Learners	Hawaii University	2008年08月17日
専門士	Graduate Diploma in Teaching English as an Academic Language		Tanta University	2003年10月09日
学士	Bachelor's Degree in Teaching English as A foreign Language		Tanta University	2002年05月30日

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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	Investigating productive vocabulary knowledge development among Japanese and French learners of English
概要（Abstract） The study contributes to interpretations of productive vocabulary knowledge development in a second language (L2). The study explores: (i) productive vocabulary knowledge development, and the extent to which such development is influenced by first language factors (e.g., pedagogy, typology) as well as L2 proficiency (Common European Framework of Reference; CEFR A2 and B2 levels); and (ii) the potential differences a battery of measures reveals about productive vocabulary development.

長期研究／短期研究
Long or Short
Term research

研究課題名
Research Topic

長期研究

Investigating productive vocabulary knowledge development among Japanese and French learners of English

概要（Abstract） The study contributes to interpretations of productive vocabulary knowledge development in a second language (L2). The study explores: (i) productive vocabulary knowledge development, and the extent to which such development is influenced by first language factors (e.g., pedagogy, typology) as well as L2 proficiency (Common European Framework of Reference; CEFR A2 and B2 levels); and (ii) the potential differences a battery of measures reveals about productive vocabulary development.

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著書

年度 Year	著書名 Title of the books	著書形態 Form of Book
年度 Year	出版機関名 Publishing organization，判型 Book Size，頁数 No. of pp.，発行年月（日） Date
2022	ELMETAHER English Test (English Japanese Edition)	未設定
	KDP ，未設定， 1-98 ， 2022
	概要（Abstract）このテキストは、ご自身の英語力の経年変化を把握するために開発されたものです。テキストには、エルミターヘル英語力テスト(EET)が5回分収録されています。各テストは、リスニング、ボキャブラリー、文法などの総合的なスキルを問う60問の多肢選択形式の問題で構成されています。各テストは30分以内に終了する必要があります。音声はオンラインで聴くことが可能です（リンクとQRを添付しています）。
	備考（Remarks）
2021	ELMETAHER English Test	未設定
	KDP ，未設定， 1-98 ， 2021
	概要（Abstract）
	備考（Remarks） This textbook contains five English tests. The five tests have been designed to detect your English language proficiency change over time. Each test comprises 60 multiple-choice integrated-skills questions, covering listening, vocabulary, and grammar aspects. Each test should be completed in 45 minutes. Audio tracks are available online (links and QRs attached). This version of the textbook contains the script and answer key for the five tests.

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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
年度 Year	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	Exploring the Construct Validity of Tasks Used to Assess L2 Productive Vocabulary Knowledge	共著
	System ， 108 ， 1-14 ， 06
	概要（Abstract）
	備考（Remarks）
2022	Developing Basic English Language Skills: An English Language TV Program for the Thai local Community.	単著
	ACADEMIA-Literature and Language Journal ， Nanzan University Press ， 111 ， 349-358 ， 01
	概要（Abstract）
	備考（Remarks）
2021	Investigating Productive Vocabulary Knowledge Development: A Task-Based Approach.	単著
	Studies in European and American Cultures Journal ， Hiroshima University ， 28 ， 1-26 ， 12
	概要（Abstract）
	備考（Remarks）
2021	Developing English Listening Skills: Can Active Learning Help?	単著
	MEXTESOL Journal ， 45 ， 1-7 ， 08
	概要（Abstract）
	備考（Remarks）
2021	A Review of the Communicative Language Teaching Approach.	単著
	ACADEMIA-Literature and Language Journal ， Nanzan University Press ， 110 ， 77-83 ， 06
	概要（Abstract）
	備考（Remarks）
2021	Active Learning in Language Classrooms: From Theory to Practice	単著
	ACADEMIA-Literature and Language Journal ， Nanzan University ， 109 ， 309-316
	概要（Abstract） In 2014, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) initiated a long-term plan of implementing active learning in almost all classes conducted in Japan (Asanuma, 2015). As a result, active learning was introduced to language classes to deal with the ‘three language lows’ that many language learners are facing as argued by Muller, et al, (2014), ‘low confidence’, ‘low motivation’, and ‘low abilities.’ Teachers, however, remain unclear of what exactly active learning is, and how to implement this approach in their classes (Asanuma,2015). This paper responds to this gap by clearly defining active learning and providing practical teaching implications in language classrooms.
	備考（Remarks）
2012	Research Teaching Pedagogy: Lessons Learned From an Arabic Language Intervention Pilot Study	共著
	Research in the Schools Journal ， 19 ， 62-74
	概要（Abstract） Teaching mixed methods and action research to graduate students has great advantages but also poses interesting challenges. The purpose of this article is to make transparent the process by which a mixed methods research instructor helped inform a student-researcher of the limitations in a pilot study that was compromised by methodology, including sampling conditions and analysis procedures. The student-researchers’ Communicative Language Teaching (CLT) intervention was proposed initially to be examined via a pretest-posttest design intended to determine whether video clips were an effective intervention to teach Arabic language and Egyptian customs to non-native speakers. Although data included videotaped teaching sessions, interviews, observations, expert testimonials, and pre- and post-surveys, the research design, sample size, and analysis procedures were insufficient to assess causality. At best, the data collected before the student-researcher had taken an introductory mixed methods research course were useful to understand the participants’ perceptions about the effectiveness of CLT techniques for learning. This article provides specific suggestions with applicable references about how the CLT pilot study could be improved and presents a rationale for classifying the study as an exploratory multimethod study, or an arrested action research study, rather than as a mixed methods effectiveness study as originally proposed. Advice for novice researchers concerning paradigms, stages within the research process, interactive research elements, typologies, and issues of credibility are provided along with a 7-step planning process designed to improve novice researchers’ projects.
	備考（Remarks）
2011	Quantitative Case Study of University Students’ Attitudes Towards Hospitality English	単著
	Silpakorn University Press ， 19-25
	概要（Abstract） A qualitative case study of 100 undergraduate Thai public university students in a hospitality program studying English. How did they feel about it? And what could boost their motivation?
	備考（Remarks）
2011	Business English can-and should-be taught outside the classroom	単著
	Ubon Ratchathani University Press ， 1-8
	概要（Abstract） Case study of six interactive communicative English activities (conference, seminar, business trip, talent show, karaoke, and movie club) to improve and develop business English skills for 50 Thai undergraduate students. The activities were implemented and measured through an open-ended survey.
	備考（Remarks）
2009	Implementing Communicative Language Teaching: A mixed methods study to improve and develop listening and speaking skills for university level foreign language learners.	単著
	Changing learning outcome CO-HELP ， Ubon Ratchathani University Press ， 97-104
	概要（Abstract） Based on the teacher-researcher experience, email interviews, and the research literature presented in the study, many foreign language learners have difficulty in learning oral communication skills. This concurrent mixed case study focuses upon whether the Communicative Language Teaching (CLT) approach is effective in developing and improving oral language skills for university level foreign language learners. Moreover, the case study explores learners’ perceptions about the CLT approach after they participated in lessons designed to improve listening and speaking skills in a foreign language. This language-based teaching project was conducted in Honolulu, Hawaii with 10 students participants from different countries. The study intentionally restricted itself to the types of resources that are typically found in foreign language classrooms and paralleled the types of students found there. Qualitative and quantitative data were used to insure the creditability of findings. The following fur steps were conducted. First, CLT curriculum was designed based upon key concepts derived from the literature. Second, pre-class survey, interview, listening, and speaking tasks were conducted to qualify the participants and to determine their proficiencies in these areas. Third, a CLT curriculum intervention was implemented for six class periods over two weeks. Six observers, made up of 3 professors and 3 language instructors, observed and commented on the CLT class sessions. Finally, post-class survey, interview, listening and speaking tasks were re-administrated to measure participant progress and obtain their views on the CLT approach. Results show that CLT is an effective approach for teaching foreign language oral communication. Participant interest in learning the target language increased; and understanding and oral skills were developed and improved. Participants felts ready y participate in oral communication with native speakers of the target language. Indeed, participants appreciated the communicative activities, authentic visuals, low-technological aids, and the amount and types of listening and speaking practice.
	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
年度 Year	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
2018	Productive Vocabulary app: Voca2	Mobile application	単著
	IOS, Android, and Windows stores
	概要（Abstract） The app contains 20 quizzes under the “study” section. Each quiz contains 50 practice questions: (20 quizzes X 50 practice questions = 1000 practice questions). For each quiz, students will have 10 minutes only, along with an overall pass rate of 85%. Each question includes a sentence for the missing word with its Japanese definition, along with audio for the missing word. The four possible answers consist of just one word, but in individual spelling forms. Student will have to read the sentence, understand the Japanese definition, listen to the audio, and then pick the correct spelling!
	備考（Remarks）

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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
年度 Year	授与機関 Award presenter
2014	Community Service Award	Community Service
	Ritsumeikan Asia Pacific University
	備考（Remarks）
2012	Community Service Award	Community Service
	Ubon Ratchatani Public Relation Office
	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
年度 Year	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	Exploring the Sensitivity of the Multifaceted Receptive Vocabulary Assessment Test (MRVAT) in Detecting Changes among Lower-Level English Proficiency Learners	未設定	2023/11
	ALTAANZ Online Conference 2023 ， ALTAANZ
	概要（Abstract）
	備考（Remarks）
2023	Exploring the Sensitivity of New Multifaceted Receptive Vocabulary Knowledge Assessment Tasks in Detecting Changes in Lower-Level English Proficiency	未設定	2023/09
	The 9th Annual International Conference of Asian Association for Language Assessment ， AALA
	概要（Abstract）
	備考（Remarks）
2022	Introducing a New Vocabulary-based English Language Test	未設定	2022/10
	VietTESOL International Convention ， VietTESOL
	概要（Abstract）
	備考（Remarks）
2022	Creating a Multifaceted Receptive Vocabulary Test for Lower-Level L2 English Learners	未設定	2022/10
	The 8th Annual International Conference of Asian Association for Language Assessment ， AALA
	概要（Abstract）
	備考（Remarks）
2021	Investigating the influence of task and proficiency on second language productive vocabulary knowledge development.	共同
	The 30th Annual International Conference of European Second Language Association ， EuroSLA, Spain
	概要（Abstract） The current paper responds to a recent call (Pellicer-Sánchez, 2019) for second language (L2) vocabulary knowledge development studies. This call relates to both receptive (needed for listening and reading) as well as productive (for speaking and writing) vocabulary knowledge. The focus of the current paper is productive vocabulary knowledge because ‘learning most words to receptive mastery is relatively easy; it is enhancing that knowledge to productive mastery which is the real challenge’ (Schmitt, 2019, p. 264). Research has identified various factors (e.g. first language [L1] background, Booth & Clenton, 2020; task, Fitzpatrick & Clenton, 2017; and, L2 proficiency, Clenton, 2015) that impact productive vocabulary knowledge development. The current study builds on this body of work and seeks to further investigate the influence of task and L2 proficiency on productive vocabulary knowledge development. Our participants come from two L1 backgrounds: L1 Japanese (n=100) learners of English (CEFR, A2), and L1 French (n = 50) learners of English (CEFR, B2). We measured participants’ vocabulary knowledge with three productive vocabulary knowledge tasks: Lex30 (a task based on word association; Meara & Fitzpatrick, 2000), G_Lex (a gap-fill task; Fitzpatrick & Clenton, 2017), and the Productive Vocabulary Levels Test (PVLT, a sentence completion task; Laufer & Nation, 1999). Tasks were conducted at three times for the Japanese learners (0, 6, 10 months) and at two times for the French learners (0, 3 months), allowing us to examine development over time. Our findings indicate that both L2 proficiency and task influence productive vocabulary development. In discussing the role of proficiency, we observe that our lower proficiency learner response behaviour followed trajectories broadly consistent with each other, but our higher proficiency learner responses did not follow such consistent patterns. Such differences support the suggestion that ‘a steep increase in the beginning [of learning] is followed by a flattening out of the learning curve in later stages’ (Daller et al, 2013, p. 213). In discussing the factor of task, however, we observe that response patterns allude to fundamental construct differences. In other words, although the three tasks all purport to measure productive vocabulary knowledge, results suggest that they may be tapping into different aspects of this more general construct. We discuss construct differences using a revised model to illustrate the qualitative and quantitative developmental patterns. We conclude with specific pedagogical implications for how to enhance receptive vocabulary knowledge to productive mastery at specific proficiency levels.
	備考（Remarks）
2021	Developing English Listening Skills: Can Active Learning Help?	単独
	Teacher Development Symposium ， Nagoya University of Foreign Studies
	概要（Abstract） Listening is often a challenge for foreign/second language learners. Unlike other language skills, listening requires immediate understanding and processing (Vandergrift, 2004) and good background knowledge of the target language culture (Walker, 2014; Vandergrift, 2007). Studies have investigated the effect of both intensive and extensive listening in developing listening skills (i.e., Chang & Read, 2006; Jones, 2008; Renandya, 2011); however, to the best of my knowledge, no study has examined the effect of active learning (group discussion). The current study creates and implements active learning group discussion activities for a full academic term with a group of 25 L1 Japanese students. Pre- and post-listening tests were developed, administered, and showed significant listening development in this cohort. A discussion on the effectiveness of “group discussion” in developing listening skills has been included.
	備考（Remarks）
2021	Developing basic English language skills: A case study of an English language TV program for the Thai community	単独
	17th Annual CamTESOL Conference ， CamTESOL, Cambodia
	概要（Abstract） This study investigates the impact of an interactive English TV program on developing basic English language skills for a local Thai community. The program was in response to a call from the Thai government for effective English language media that would promote the community within the Association of Southeast Asian Nations (ASEAN). The program was conducted over a full year and aired on NBT (a Thai local TV channel) for a few minutes each day, five days a week. Compared with others, the program focused on quality rather than quantity. A single communicative English question (in both English and Thai) was created, introduced, and repeated in a fun interactive environment by the researcher in each video. An open-ended questionnaire was created via Google Docs and shared on the program’s Facebook page to explore viewers’ perception. Responses were received anonymously from 200 participants and statistically and qualitatively analyzed. The program proved to be successful, with a positive impact on language learning among the local community.
	備考（Remarks）
2020	Investigating productive vocabulary knowledge among Japanese and French learners of English	共同
	Hiroshima Vocabulary Acquisition Research Group ， H-VARG, Hiroshima
	概要（Abstract） The current paper responds to a recent call (Pellicer-Sánchez, 2019) for second language (L2) vocabulary knowledge development studies. This call relates to both receptive (needed for listening and reading) as well as productive (for speaking and writing) vocabulary knowledge. The focus of the current paper is productive vocabulary knowledge because ‘learning most words to receptive mastery is relatively easy; it is enhancing that knowledge to productive mastery which is the real challenge’ (Schmitt, 2019, p. 264). Research has identified various factors (e.g. first language [L1] background, Booth & Clenton, 2020; task, Fitzpatrick & Clenton, 2017; and, L2 proficiency, Clenton, 2015) that impact productive vocabulary knowledge development. The current study builds on this body of work and seeks to further investigate the influence of task and L2 proficiency on productive vocabulary knowledge development. Our participants come from two L1 backgrounds: L1 Japanese (n=100) learners of English (CEFR, A2), and L1 French (n = 50) learners of English (CEFR, B2). We measured participants’ vocabulary knowledge with three productive vocabulary knowledge tasks: Lex30 (a task based on word association; Meara & Fitzpatrick, 2000), G_Lex (a gap-fill task; Fitzpatrick & Clenton, 2017), and the Productive Vocabulary Levels Test (PVLT, a sentence completion task; Laufer & Nation, 1999). Tasks were conducted at three times for the Japanese learners (0, 6, 10 months) and at two times for the French learners (0, 3 months), allowing us to examine development over time. Our findings indicate that both L2 proficiency and task influence productive vocabulary development. In discussing the role of proficiency, we observe that our lower proficiency learner response behaviour followed trajectories broadly consistent with each other, but our higher proficiency learner responses did not follow such consistent patterns. Such differences support the suggestion that ‘a steep increase in the beginning [of learning] is followed by a flattening out of the learning curve in later stages’ (Daller et al, 2013, p. 213). In discussing the factor of task, however, we observe that response patterns allude to fundamental construct differences. In other words, although the three tasks all purport to measure productive vocabulary knowledge, results suggest that they may be tapping into different aspects of this more general construct. We discuss construct differences using a revised model to illustrate the qualitative and quantitative developmental patterns. We conclude with specific pedagogical implications for how to enhance receptive vocabulary knowledge to productive mastery at specific proficiency levels.
	備考（Remarks）
2019	Assessing productive vocabulary knowledge development	共同
	Trends and Issues: Language, Culture, Translation and Bilingual Education ， APLX, Taiwan
	概要（Abstract） This paper assesses the longitudinal development of productive vocabulary knowledge. The paper represents a new approach in which we evaluate vocabulary knowledge development according to task. We first build on an earlier model (Fitzpatrick & Clenton, 2017) to conceptualise productive vocabulary knowledge and its development. Second, we report the productive vocabulary performance development from the measures reported in the first study. In our first study, we assess (n = 162) L1 Japanese learners of (L2) English with three different productive vocabulary tasks: Lex30 (Meara & Fitzpatrick, 2000) (a task based on word association responses); G_Lex (Fitzpatrick & Clenton, 2017) (a single-word gap-fill task); and the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999) (a sentence completion task). Our second study (n = 100) examines the productive vocabulary knowledge development of a different (L1 Japanese) subject group. Subjects took 3 equivalent versions of the same three productive vocabulary tasks from the first study at three different test times over an academic year. We include a receptive vocabulary knowledge task (XY_Lex; Meara & Miralpeix, 2017) to explore L2 proficiency in terms of the relationship between receptive and productive vocabulary knowledge over time. We report three findings: (i) productive vocabulary development according to task as well as time; (ii) production of items within the 2k, 3k, and 5k frequency bands for all three tasks; and, (iii) productive vocabulary tasks in correlation to proficiency. We conclude by introducing further studies to correlate productive vocabulary knowledge to IELTS speaking and writing tasks.
	備考（Remarks）
2019	Capturing and Quantifying Individual Differences in Bilingual learners: task-based study	共同
	Language Acquisition, Variation & Attrition workshop on Capturing and Quantifying Individual Differences in Bilingualism ， LAVA: Norway
	概要（Abstract） This paper investigates the longitudinal development of productive vocabulary knowledge. Based on a review of recent development studies (e.g. Pellicer-Sánchez, 2018), the current paper represents a first and new approach to evaluate vocabulary knowledge development according to task. We report two studies. First, we build on an earlier model (Fitzpatrick & Clenton, 2017) to conceptualise productive vocabulary knowledge and its development. We respond to this call, adding a commonly used productive vocabulary measure to the model. Second, we report the productive vocabulary performance development from the measures reported in the first study. We respond to findings (e.g. Berger, Crossley, & Kyle, 2017) which call for future development studies to: (i) employ tasks without inherent problems; (ii) representative of vocabulary research; and (iii) analyse infrequent items. In our first study, we assess (n = 162) L1 Japanese learners of (L2) English from two universities in western in Japan with three different productive vocabulary tasks: Lex30 (Meara & Fitzpatrick, 2000) (a task based on word association responses); G_Lex (Fitzpatrick & Clenton, 2017) (a single-word gap-fill task); and the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999) (a sentence completion task). Our second study (n = 100) examines the productive vocabulary knowledge development of a different (L1 Japanese) subject group. Subjects took 3 equivalent versions of the same three productive vocabulary tasks from the first study. We also explore the dynamics of the relationship between receptive and productive vocabulary knowledge over time, hitherto not yet investigated. We therefore include a receptive vocabulary knowledge task (XY_Lex; Meara & Miralpeix, 2017) to indicate L2 proficiency as recent studies (e.g. De Jong & Mora, 2017). All four tasks were conducted at three different test times over an academic year. We evaluate subject performance on the three tasks, over the three time points. We report three findings: (i) task scores indicate productive vocabulary development, although performance varies according to task as well as time; (ii) an additional analysis indicates a general improvement in subject productive vocabulary knowledge, reporting production of items within the 2k, 3k, and 5k frequency bands for all three tasks; this highlights the dynamic nature of productive vocabulary growth; and, (iii) performance on the three productive vocabulary tasks varies according to proficiency. We discuss the dynamic nature of productive vocabulary. We conclude by highlighting implications as well as potential future approaches for vocabulary development research.
	備考（Remarks）

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研究助成

年度 Year	助成名称または科学研究費補助金研究種目名 Name of grant or research classification for scientific research funding		研究題目 Research Title
年度 Year	役割（代表/非代表） Role	助成団体 Granting body	助成金額 Grant amount
2023	科学研究費補助金		Exploring the Extent to Which a New Multifaceted Receptive Vocabulary Test Detects Changes in Lower-Level English Proficiency Learners
		Grants-in-Aid for Scientific Research KAKENHI
	研究内容（Research Content）
	備考（Remarks）
2015	Faculty Initiative Program		Center for Language Education (CLE) English TV
		Ritsumeikan Asia Pacific University
	研究内容（Research Content）
	備考（Remarks）
2012	Faculty Professional Development Award		Business English can-and should-be taught outside the classroom
		Ubon Ratchathani University
	研究内容（Research Content）
	備考（Remarks）
2006	Ford Foundation Graduate Studies Research Grant		Implementing Communicative Language Teaching: A mixed Methods Study to Improve and Develop Listening and Speaking Skills for University Level Foreign Language Learners
		Ford Foundation
	研究内容（Research Content）
	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
2018	Vocabulary Application: Voca2	A free productive vocabulary mobile application to develop students’ vocabulary knowledge.
2016	Open Academy	Several online and onsite language courses for local community.
2015	CLE English TV	Over 60 educational EFL videos for students to watch on demand in order to boost their motivation and progress their studies at Ritsumeikan Asia Pacific University.
2013	Service-Learning Project	In collaboration with the Beppu Board of Education & Ritsumeikan Asia Pacific University (Oita), the project aimed to help elementary school students to develop their English skills. The project was very successful, airing on NHK and in three separate newspapers: Yomiuri Newspaper, Oita Newspaper, and Konnichi Shinbuu Newspaper.	2013.5 - 2013.12
2012	JUMP Program	Intensive TOEFL ITP curriculum that helped over 200 students to enroll in short-term study abroad programs at Ritsumeikan Asia Pacific University.	2012.09-2016.08
2011	Free English TV Program	Daily English TV program to help Thai local community.	2011.11-2012.12

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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.
2021	0	0	1	0	0	2	0	0
2020	0	0	0	0	1	0	0	3
2019	1	0	0	0	0	3	0	0
2018	1	0	0	0	0	1	1	0
2017	1	0	0	0	0	0	1	0
2016	1	0	0	0	0	0	0	0
2015	0	0	0	1	0	0	0	0
2014	0	0	0	1	0	0	1	0
2012	0	2	0	1	0	0	0	0
2011	0	1	0	0	0	1	0	0

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2023/09/26 更新

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