研究者詳細

教職員基本情報

氏名 Name	DEACON，Bradley ( ディーコン　ブラッドリー , DEACON,Bradley )
所属 Organization	国際教養学部国際教養学科
職名 Academic Title	准教授
専攻分野 Area of specialization	TESOL (英語教育学)
学会活動 Academic societies	1995年9月－現在に至る　The Japan Association for Language Teaching (JALT) (全国語学教育学会) 2001年5月－現在に至る　Teachers of English to Speakers of Other Languages (TESOL) (第2言語としての英語教授法)
社会活動 Community services	2005年10月－現在に至る査読委員,　全国語学教育学会年次大会 2013年 4月－現在に至る編集委員,　全国語学教育学会年次大会
著書・学術論文数 No. of books/academic articles	総数 total number (35) 著書数 books (5) 学術論文数 articles (30)

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
The School for International Training, MA in TESOL, Education	未設定	1999年11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 TESOL		The School for International Training	1999年11月
学士	Bachelor of Arts		Western Ontario	1992年06月10日

詳細表示

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	Active Learning in Japanese Education
概要（Abstract） My long-term research is aimed at increasing awareness and examining ways for learning communities to mutually support and enhance each others' growth. In particular, I am exploring how Active Learning can be more effectively implemented in university educational contexts to involve students and staff in more active collaboration, critical-mindedness, and reflection that may better position them to succeed in our global world.
短期研究	The lived experiences of short-term study abroad participants
概要（Abstract） I am currently conducting mixed-methods research on the lived experiences of short-term study abroad participants in Asia and the USA. This research explores the intercultural development of Japanese students during short-term study abroad programs in order to gain a better understanding of how such students assess their own intercultural development.

詳細表示

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
2019	Perspectives on English Language Education in Japan: Volume Two	共著
	CreateSpace ， B5 ， pp. 89-113. ， 2019年3月
	概要（Abstract） Chapter 5: "Where is the Active Learning in University Lectures?" This pilot study was carried out to determine how the inclusion or absence of Active Learning (AL) in university lectures is perceived by students to either positively or negatively impact their learning. The study was conducted with Japanese freshmen university students (n=45) and included both quantitative and qualitative data. The quantitative Likert-scale results revealed that the students find lectures ‘somewhat’ useful and ‘somewhat’ interesting. Several suggestions emerged from the qualitative data that offer practical ways for teachers to redistribute and diversify lecture-talking time that can potentially allow students to participate more actively. The overall implications drawn from this study strongly indicate that lecturers should diversify and re-conceptualize their lecturing approaches to better facilitate inclusionary AL within their classrooms.
	備考（Remarks）
2016	Perspectives on English Language Education in Japan: Volume One	共著
	CreateSpace ， B5 ， 18p. ， 2016年8月
	概要（Abstract） Chapter 4: "A Model of a Student-Generated Learning Group" pp. 85-102 This paper examines an autonomous student-generated English learning group, called the “Eiken tomo no kai”, or ETNK, and the key elements that make it successful, through using a modified version of a modeling tool called the Experiential Array (EA) (Gordon & Dawes, 2005). Five group members, or exemplars in modeling terms, were interviewed using the EA in order to uncover the core factors that have led to their ability to continue participating within their group. Results from coding these interviews showed that beliefs, cognitive strategies, emotional states, and external behaviours all played a significant role in the success of this autonomous learning group.
	備考（Remarks） This book chapter was originally an article under the same title in: AGON Special Edition Journal, AGON， pp. 93-127， March 2016.
2015	Explorations in NLP and Language Teaching	共著
	Standing in Spirit Publications (ISBN 978-4-908413-00-1) ， A4 ， 116p. ， 2015年
	概要（Abstract） This book is an attempt to bring together some of the recent research and thinking in the application of neuro-linguistic programming (NLP) to language teaching. While all of the writers are teaching in a Japanese context, the ideas are universally applicable. All around the world, the one constant of education is that students should be learning, and at its heart NLP can be seen as a model of learning.
	備考（Remarks） I co-edited this volume with Cullen, B. It is available at: http://www.amazon.com/Explorations-Language-Teaching-Education-Book-ebook/dp/B00UM2OQLA/ref=sr_1_1?s=books&ie=UTF8&qid=1456981083&sr=1-1&keywords=brad+deacon
2006	More Autonomy You Ask!	共著
	The Learner Development Special Interest Group of JALT ， A4 ， 242p. ， 2006年10月
	概要（Abstract） Part 3 Chapter: "Peer Teaching for a Change: It's In Your Hands" pp.97-110. Though teachers are the central figures in any classroom (Stevick, 1980), some students and even communities of students may demonstrate the desire and ability to take greater control of their learning. In our case the students assumed our roles as teachers for part of a semester and took responsibility for planning, conducting, and then reflecting on their lessons. In this paper, we explore our process of setting-up and conducting student peer-teaching and the consequent development of greater autonomy in our students. In particular, we will examine the payback, or key insights, gained from this experience via our own and our student’s written reflections in order to ascertain the extent to which students developed greater autonomy.
	備考（Remarks）
2003	Becoming Contributing Professionals	共著
	TESOL ， A5 ， 124p. ， 2003年1月
	概要（Abstract） Chapter 11: "Priceless Peer-Mentor Observation" pp. 81-88 In this chapter I examine a peer modeling experience that took place at my university a few years ago. In this experience I set up, conducted, and followed up a six-week peer observation that lead to significant professional growth for myself and my colleague. This chapter examines that experience in detail and covers a clear description, the steps, advantages of observing peers and suggestions for those who are ready to take on similar observations.
	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
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	Short-term study-abroad experience reflected in journals: A quantitative content analysis	共著
	Academia (Literature and Language) ， Nanzan University ， 112 ， pp. 83-104 ， 2022年6月
	概要（Abstract） This paper reports on an exploratory study of 13 sophomore Japanese university students’ study-abroad journals that they wrote weekly during a six-week study abroad in the US. Our research questions focused on their lived experiences, as reflected in their journals, with particular emphasis on their journaling focus with respect to time sequence, English proficiency, and prior overseas experience. Quantitative content analysis, or text mining, was used to determine the characteristic words and frequency, co-occurrence network, and group discrimination within these participant journals. Ten topics emerged from the co-occurrence network and were categorized into three themes as follows: 1) being a student at an American university (tackling class assignments, difficulty of using English for study, class and instructors, size of university facilities), 2) encountering new cultures (attitudes of local people, new cultural experience, cultural awareness), and 3) turning anxiety into gratitude (anxiety, friends as external resources, gratitude for the study abroad opportunity). Differences in journal entries by time sequence were also identified.
	備考（Remarks）備考（Remarks）鹿野緑、山岸敬和、篭橋一輝、との共著。科研費18K00761による助成を受けた。
2022	Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness	共著
	Journal of Virtual Exchange ， University of Groningen Press ， 5 ， pp. 155-175 ， 2022年12月
	概要（Abstract） Short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). This mixed-methods study employed experimental (n = 53) and control (n = 82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (see Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.
	備考（Remarks） Available at the following: https://journal.unicollaboration.org/article/view/38652
2021	Toward better understanding Japanese university students’ self-perceived attitudes on intercultural competence: A pre-study abroad perspective	共著
	Journal of International and Intercultural Communication ， Routledge ， pp. 1-22 ， 2022年2月
	概要（Abstract） This study sought to uncover the attitudinal factors impacting a group of 1st-year Japanese university students’ (n=89) self-perceived intercultural competence (IC), prior to embarking on a 6-week US-based study-abroad program. Data were collected qualitatively through reaction reports following an interactive lecture-workshop that aimed to mirror the overseas academic classroom context. Thematic analysis of the data revealed: (1) participants typically perceived their IC through an individual lens and/or a collective lens (and whether they then aligned or differentiated themselves from their overall perception of Japanese IC), and (2) they adopted either a passive or proactive mindset toward their impending study-abroad experience. Results suggest that more intentional balancing of linguistic and intercultural content is needed to foster Japanese university students’ success in study-abroad environments.
	備考（Remarks） Available at the following: https://doi.org/10.1080/17513057.2022.2033813
2021	Near Peers Impacting Local Thai Tutors’ Intercultural Communication Competence Development	単著
	2020 JALT Conference Proceedings ， JALT ， pp. 161-168 ， 2021年8月
	概要（Abstract） Most study-abroad research has focused on visitors’ development overseas; however, fewer studies have investigated hosts’ development through intergroup contact experience in home environments. This study, which is situated within a larger and more encompassing project, builds on earlier research (see Author & Pholboon, 2020) that examined the intercultural communication competence (ICC) development of 8 local Thai tutor hosts (n = 8) who were buddy partnered with 8 Japanese university student visitors during a short-term study-abroad program. In the present study, a qualitative semi-structured interview approach helped to determine the effect and influence that one significant factor, near-peer role models (NPRMs), had on tutor hosts’ cognitive, affective, and behavioral dimensions in their “Internationalization-at-Home” context. Findings revealed the perceived impact that previous senpai tutor NPRMs had had on present tutors’ L2 self-efficacy, imagined and actual cross-cultural friendships, and ICC ability. Implications for effectively supporting hosts’ ICC development in local environments are offered.
	備考（Remarks）
2020	Intercultural Impact From a Short-Term Study-Abroad Program in Thailand	共著
	2019 JALT Conference Proceedings ， JALT ， pp. 219-228 ， 2020年8月
	概要（Abstract） Recent government initiatives have helped increase the number of Japanese students studying abroad. However, research in Western contexts largely informs our understanding of study abroad and intercultural development. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese sophomore university students (n = 15) before and after they participated in a three-week study abroad. Qualitative analysis of the pre-sojourn results primarily revealed health and safety concerns. These concerns were later shown to be mostly unrealized in post-sojourn findings analysis that instead emphasized the importance of students’ psychological and self-fulfillment needs. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ intercultural development in short-term study-abroad programs are provided.
	備考（Remarks）
2019	An Overview of Core Domains Impacting a Short-Term CLIL-Based Study-Abroad Program	共著
	Academia, Language and Literature ， Nanzan Academic Society ， Vol. 107 ， pp. 115-144 ， 2020年1月
	概要（Abstract） In spite of this increased　interest in CLIL-based study-abroad programs recently, little is known about the impact, including the effect and influence, of such programs on students’ academic learning experiences abroad. In this paper, the authors provide an overview and generalization of conceptual frameworks based on a mixed-methods study that is currently examining the impact of a short-term CLIL-based study-abroad program on a cohort of Japanese university students . The main domains included within the context of this paper are CLIL attitudes, intercultural competence development, and global citizenship competence. The main purpose of this paper is to offer a research synthesis of these thematic domains. International education is significant within higher education and there is a growing need to measure the impact and influence of student outcomes abroad through effective assessment approaches. Given the growing importance of assessment in study-abroad education, this paper offers a strong call for program administrators to more effectively assess the various domains, such as those outlined here, in their own programs.
	備考（Remarks） This is funded with Grant-in-Aid for Scientific Research (C) No. 18K00761. Midori SHIKANO, Kazuki KAGOHASHI, Takakazu YAMAGISHIと共著.
2019	University Students Want More Interactive Lectures	共著
	2018 JALT Conference Proceedings ， JALT ， pp. 119-125 ， 2019年8月
	概要（Abstract） Currently, examining student desires for Active Learning (herein: AL) in university lectures, is an under-researched topic. This study investigates Japanese university student preferences specific to the inclusion or exclusion of AL in traditional 90-minute university lectures, drawing on qualitative data and descriptive statistics gathered from a series of student surveys. The study is part of a larger longitudinal project and builds on the work established in an earlier pilot study (see Deacon, 2019). Results show that 90% of students feel deep dissatisfaction with conventional teacher-centered lectures and instead express an overwhelming preference for AL-infused lectures. Implications drawn from this study strongly indicate the need for instructors to adopt more of an interactive approach to lecturing at the university level, featuring more active involvement from students in the classroom, in order to motivate and engage learners, develop critical thinking skills, and promote a more positive learning environment.
	備考（Remarks）
2018	Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand	共著
	Academia Journal of the Nanzan Academic Society (Literature and Language) ， Nanzan University ，第103号， pp. 193-220 ， 2018年1月
	概要（Abstract） This study aimed to uncover both the particular experiences and to explore the specific aspects within those experiences that 24 student participants in the 2017 Nanzan Asia Program (herein: Thai NAP) deemed most meaningful during their four-week sojourn in Thailand. To that end, three different researchers applied their own lens using three different qualitative methods to analyze written reflections taken from a post-program survey that was given to these students. Accordingly, one researcher used a top-down approach applying Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS). Another researcher used a bottom-up, grounded theory approach that led to the development of four themes that played an important role in students’ experiences. Finally, a third researcher used a bottom-up holistic approach to identify five main steps that the students passed through during the program. Findings from each researcher are discussed within their respective sections and a final group analysis. It was concluded that using a reflexive approach can provide a deeper understanding of the ways that students constructed meaning during Thai NAP. Suggestions for future research are provided at the end of the paper.
	備考（Remarks）
2017	Split Storytelling: One Technique for Enhancing the "Joyful" Factor in the Classroom	単著
	CONTACT Magazine ， TESL Ontario ， 43(1) ， pp. 10-14 ， 2017年4月
	概要（Abstract） In split storytelling, a story is told and then stopped at a highly interesting transition point to create a moment of suspense before the story is then concluded. This paper explores qualitatively analyzed student reflections on the split story technique that illustrate several ways that students form meaningful associations to split stories.
	備考（Remarks） Available at: http://contact.teslontario.org/issues/spring-2017/
2016	EFL Students in the Desert: Using Survival Simulations to Improve Teamwork	単著
	Academia Journal of the Nanzan Academic Society (Literature and Language) ，第100号， pp. 45-61 ， 2016年6月
	概要（Abstract） In this paper, a group of 12 Japanese advanced-level EFL learners (n=12) participated in a survival simulation activity known as the Desert Survival Situation (DSS). This exploratory research aims to understand the impact of several interpersonal factors that were perceived by the participants to either enhance or diminish group performance. To that end, the participants reflected on their own and each other’s performance during the discussion phase of the DSS and completed a two-part written feedback survey that included: 1) eight closed-ended items that used a 4-point Likert scale, and 2) five open-ended items. The quantitative and qualitative results from responses showed that participants had strongly favorable impressions of their own and each other’s interpersonal skills used to form consensus in the DSS. Suggestions for future research based on this initial study are also offered.
	備考（Remarks）

詳細表示

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
2020	Navigating the Intercultural Classroom	書評	単著
	SIETAR Japan ， SIETAR ， 23巻， pp. 87-90 ， 2020年7月
	概要（Abstract）
	備考（Remarks） This is a book review of "Navigating the Intercultural Classroom" by Tuula Lindholm and Johanne Mednick Myles.
2014	NLP Tips for Storytelling in the Classroom	寄稿	共著
	Beyond ， Standing in Spirit ， 2(3) ， pp. 1-7 ， 2014年1月
	概要（Abstract） Storytelling has many benefits in the EFL classroom and other learning contexts including providing listening practice, aiding in vocabulary acquisition, and motivating students. In this paper, we will introduce some tips from the field of NLP to help you make storytelling into an even better learning experience in your classroom or learning context.
	備考（Remarks） http://www.standinginspirit.com/en/blog/2013/12/06/nlp-tips-for-storytelling-in-the-classroom/
2005	Interview with Tom Kenny	寄稿	単著
	The Language Teacher ， JALT ， 29(12) ， pp. 17-20 ， 2005年12月
	概要（Abstract） This paper includes the main insights and reflections taken from an interview with renowned author Tom Kenny.
	備考（Remarks）
2004	Communities Sharing Mind Maps for Course Closure	寄稿	単著
	The Language Teacher ， JALT ， 28(12) ， pp. 36-38 ， 2004年12月
	概要（Abstract） This article includes a short description of mindmapping as a graphic organizational tool for logically organizing content.
	備考（Remarks）
2004	Mini-conferences for Mega-development	寄稿	単著
	Explorations in Teacher Education ， Teacher Development SIG, JALT ， 12(1) ， pp. 6-14 ， 2004年
	概要（Abstract） The following article considers ways to squeeze maximum benefit out of what has been termed the "mini-conference." It includes both ways to organize such conferences and the tangible benefits to attending participants therein.
	備考（Remarks）
2003	Changing Teachers in Midstream	寄稿	未設定
	JALT ， 27(4) ， pp. 21-22 ， 2003年4月
	概要（Abstract） This article looked at ways that teachers can reinvigorate their classes through short-term classroom exchanges using a CBI-based approach.
	備考（Remarks）
2003	Learning about AIDS thru Teaching	寄稿	単著
	JAPANetwork News ， JAPANetwork ， pp. 1-5 ， 2003年4月
	概要（Abstract） This article looked at ways to model a CBI approach to teaching across classes using non-traditional content.
	備考（Remarks）
2002	Activate with Ease: Warm-up Activities to Get the Class Going	寄稿	単著
	The Modern English Teacher ， Pearson Education Ltd. ， 11(3) ， pp. 31-33 ， 2002年7月
	概要（Abstract） This practical article included a variety of activities known as "energizers" for raising student energy levels for more productive learning. It explored ways to both initiate and sustain such activities over language courses.
	備考（Remarks）
2002	The Chat: Collaborative Student-Centered Focus on Form and Fluency	寄稿	単著
	The Language Teacher ， JALT ， 26(4) ， pp. 22-23 ， 2002年4月
	概要（Abstract） The Chat is a technique for cycling fluency and accuracy features into an activity such as Timed Conversation longitudinally. This paper examined ways to build both fluency and accuracy within the classroom to maintain student engagement.
	備考（Remarks）
2002	The Challenge of Change: 2002 CoLT Conference in Thailand	寄稿	単著
	Explorations in Teacher Education ， Teacher Education SIG ， 10(3) ， pp. 22-25 ， 2002年10月
	概要（Abstract） This paper provided a retrospective of the 2002 CoLT Conference in Thailand with a particular focus on the conference theme: The Challenge of Change. It focused specifically on the areas of change that were investigated and possibilities for shifting educational approaches in the future therein.
	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
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.
2022	Local Thai University Students Developing Intercultural Sensitivity as Study-Abroad Program Buddies	単独	2023年1月27日
	42nd Thailand TESOL International Conference 2023 ， ThaiTESOL
	概要（Abstract） This mixed-methods study examined the impact on the intercultural sensitivity of eight volunteer Thai university buddy partners who served as academic and cultural guides for eight visiting Japanese university students during a three-week study-abroad program in Thailand. Quantitative data was gathered using the Intercultural Sensitivity Scale (ISS) and the Personal Report of Intercultural Communication Apprehension (PRICA) in a pre/post-test design. Results revealed the strongest gain in Thai buddies’ interaction confidence, followed by marginal gains in interaction engagement, interaction attentiveness, and respect for cultural differences, and a slight decrease was reported in interaction enjoyment. Intercultural communication apprehension was also reduced. Qualitative post-program surveys and interviews revealed relevant interconnected themes on Thai participants’ conceptualization of intercultural self and buddy role identity. This study shows that intercultural sensitivity development is possible for local students in buddy programs.
	備考（Remarks）
2022	What Is the Impact of a Virtual Study-Abroad Program on Japanese University Students' Global-Mindedness?	単独	2022年6月25日
	4th Canadian International Conference on Humanities and Social Sciences ， Unique Conferences Canada
	概要（Abstract） Short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched. This study empirically assessed the impact of a six-week US-based academic program (conducted online due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). This mixed-methods study employed experimental (N = 53) and control (N = 82) groups to investigate the following research question: What is the impact of an online STSA program on the GM of participating students? Quantitative data were collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental group’s post-program GMS results, which then leveled off over six months. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, which suggest a need for better post-program support to help maintain students’ GM.
	備考（Remarks）
2022	Assessing the Impact of an Online Study Abroad Program on Global-Mindedness	単独	2022年11月13日
	48th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition ， JALT
	概要（Abstract） Short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). This mixed-methods study employed experimental (n = 53) and control (n = 82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (see Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental group post-program GMS results, which then leveled off over the post-post period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.
	備考（Remarks）
2021	Assessing the Impact of a Short-Term Online Study-Abroad Program on Japanese Students' Global-Mindedness	共同	2022年1月21日
	41st Annual Thai TESOL Conference ， Thai TESOL
	概要（Abstract） This exploratory study empirically assessed the impact of a 6-week US-based online academic study-abroad program on sophomore Japanese university students’ global-minded attitudes and behavioral intent to connect to the world community. The study employed experimental/control groups in a pre/post/post-post longitudinal mixed-methods design. Quantitative data from the Global-Mindedness Scale (GMS) (see Hett, 1993) and the Personal Growth Initiative Scale (PGIS-II) (see Robitschek, 2008) demonstrated an increase in the post and post-post results for the experimental group. Qualitative data from reflection papers and semi-structured interviews were coded and analyzed using thematic analysis to uncover participants’ self-perceived global-minded attitudes, and the degree to which they adopted either a passive or proactive mindset towards intercultural engagement. Key findings showed an immediate and significant increase in program participants’ global-minded attitudes, self-efficacy, and agency that then gradually leveled off over a 6-month period. Implications from this research for online study-abroad programs will be explored.
	備考（Remarks）
2021	Impact of a CLIL Study-abroad Program on Japanese University Students: Integrating Quantitative and Qualitative Methods	共同	2021年8月17日
	AILA 2021 Congress ， AILA
	概要（Abstract） With the recent rise in global educational needs for Content and Language Integrated Learning (CLIL), a new approach to CLIL-oriented short-term study-abroad programs is emerging. However, to date little research has been done, and, therefore, what kind of experience it is for the participants is not yet understood fully. To fill the research gap, this preliminary study attempted to understand what experience it was to participate in a CLIL study-abroad program for the Japanese participants (N= 107; who participated in a six-week Sustainability Program at a university in the US), by investigating the impact (effect and influence) they received from the program including: change in their awareness/attitudes towards global citizenship, pro-environmental (sustainability) behaviors, English language progress and the amount of use, as well as its influence on their academic and career orientation. Our research questions were: 1) What experience is it for the students to participate in the program? 2a) How do the participants' global citizenship awareness and sustainability behaviors, English proficiency and use, attitudes towards academic content learning in L2, and career path orientation develop over the six-week program?, 2b) How are the changes in 2a maintained one year after returning to Japan?, and 3) What factors can be identified that affect such changes? Both quantitative date (a questionnaire of 60 items) and qualitative data (semi-structured interviews, journals) were integrated. The results from this mixed-methods approach will be discussed at the presentation together with suggestions for improvements in the potential roles of the program in the tertiary-education curriculum.
	備考（Remarks）
2021	Investigating students’ pre-study abroad self-perceived attitudes on IC	単独	2021年11月14日
	JALT 2021 47th Annual International Conference ， JALT
	概要（Abstract） Research shows that domestic higher education curricular endeavors do not always adequately prepare students for the intercultural demands of short-term study-abroad programs. To begin bridging the domestic and overseas academic divide, an exploratory study was conducted, seeking to uncover the attitudinal factors impacting a group of 1st-year Japanese university students’ (n = 89) self-perceived intercultural competence (IC), prior to embarking on a 6-week US-based study-abroad program. Data were collected qualitatively in the form of reaction reports, following an interactive lecture-workshop experience mirroring students’ overseas cross-cultural academic classroom context. Results show that participants lacked specific prior IC education, yet also uniformly expressed a positive attitude toward the necessity of developing their IC – an attitude often derived retrospectively from previous experiences interacting with non-Japanese nationals, either abroad or in Japan. A systematic thematic analysis of the data further revealed that: 1) participants typically perceived their IC through either an individual lens and/or a collective lens (and whether participants then aligned or differentiated themselves from their overall perception of Japanese IC), and 2) they then adopted either a passive or proactive mindset towards their impending study abroad experience (and whether participants exhibited specific or shallow proactive mindsets). Overall, this study suggests a need in the home context for more intentional curricular balancing of linguistic and intercultural content towards fostering IC attitudes that better prepare university students for studying abroad.
	備考（Remarks）
2020	Investigating Japanese students’ perspectives on a CLIL-based study-abroad program on sustainability: A qualitative study	共同	2021年2月7日
	17th Annual CamTESOL Conference ， CamTESOL
	概要（Abstract） Content and Language Integrated Learning (CLIL), which is a dual-focused approach integrating content and language in a context-sensitive and complex way, is gaining attention as an advanced pedagogical approach in higher education in Japan. This presentation reports the results of a pilot study, the first phase of a 3-year project, that investigates the impact of a 6-week CLIL-based study-abroad program on sustainability on the perspectives of a cohort of 2nd-year Japanese university participants (N =110) in the US. To explore the effect and influence that this CLIL-based academic program had on students, semi-structured interviews helped to inform the perspectives of a randomly selected group (N = 15). This qualitative interview data, which complements a quantitative quasi-experimental study using the same cohort, was then analyzed using inductive coding and a theorization approach to identify salient changes. Three main themes were identified as internal self-resources, external support resources, and future orientation connections. Findings offered evidence of development related to several categories including global competence, global citizenship identification, career and academic orientation, and personal development. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ development in short-term academic study-abroad programs are provided.
	備考（Remarks）
2020	Students’ self-perceived attitudes towards intercultural competence: Bridging the domestic and overseas academic divide	共同	2021年2月6日
	17th Annual CamTESOL Conference ， CamTESOL
	概要（Abstract） Short-term study-abroad programs are a popular means through which Japanese universities seek to equip their students with the global skills necessary to meet the challenges of modern society. However, domestic curricular endeavors do not always adequately prepare students for the intercultural demands of overseas sojourns. This exploratory study, which is situated within a larger project, seeks to uncover the factors mitigating a group of freshmen Japanese university students’ (n = 89) self-perceived attitudes towards intercultural competence (IC) prior to embarking on a 6-week US-based study-abroad program on sustainability. Data was collected in the form of reaction reports, following an interactive lecture-workshop experience mirroring students’ cross-cultural academic classroom context. This qualitative study utilized an inductive dating coding approach, and analysis was conducted through the MAXQDA software program (version 20.0.8). Thematic analysis revealed three main themes relating to how students’ perceived their IC: 1) individual lens vs. collective lens, 2) proactive vs. passive mindset, and 3) shallow vs. deep IC attitude awareness. Findings suggest a need in the home context for more intentional curricular balancing of linguistic and intercultural content. Additionally, an Active Learning-infused pedagogy, that especially emphasizes guided reflection practice, is suggested to better prepare students for their overseas program.
	備考（Remarks）
2020	Thai tutors developing intercultural communication competence as study-abroad program hosts	単独	2021年2月5日
	17th Annual CamTESOL Conference ， CamTESOL
	概要（Abstract） This study reports on a mixed-methods approach that examines the intercultural communication development of one group of 8 Thai tutors (n = 8) within their “internationalization at home” local environment at a university in Thailand while hosting a group of Japanese university students during a three-week study-abroad program. Overall, the quantitative results from pre-tests and post-tests show that Thai tutors’ interaction confidence increased the most followed by marginal gains in engagement, attentiveness, and respect for cultural differences, and a lowering of intercultural communication apprehension was observed. Qualitative findings from surveys and semi-structured interviews help to inform the development that these Thai tutors attribute to their experience and what intercultural factors facilitate change development. The implications this research has for stakeholders who aim to support students’ intercultural communication competence in short-term study-abroad programs will be provided.
	備考（Remarks）
2020	Local Thai Tutor Hosts Internationalizing at Home	単独	2020年11月23日
	JALT 2020 46th Annual International Conference ， JALT
	概要（Abstract） To date, most research in the area of intercultural competence development has concentrated on groups of visiting students studying abroad. However, little research exists in the study abroad context into the ways that intercultural competence develops in participating native tutor hosts within their “internationalization at home” (Nilsson, 1999) local environments. This study examined the intercultural sensitivity of one group of 8 Thai tutors (n = 8) at a university in Thailand through their interactions with a group of Japanese university students participating in a three-week study abroad program. The main research question was: To what extent do Thai tutor hosts develop their intercultural competence within their local ‘at home’ context during short-term study abroad programs with visiting overseas students? Data was collected through a mixed-methods approach. Quantitative data was gathered from pre-tests and post-tests using the Intercultural Sensitivity Scale (ISS) (Chen & Starosta, 2000) and the Personal Report of Intercultural Communication Apprehension (PRICA) (McCroskey, 2013). Qualitative data included semi-structured interviews that were coded using Grounded Theory. Findings through quantitative and qualitative analysis help inform the development that these Thai tutors attribute to their experience and what intercultural situations facilitate that development. Overall, the results showed that Thai tutors’ interaction confidence increased the most followed by marginal gains in engagement, attentiveness, and respect for cultural differences. There was also a reported slight decrease in interaction enjoyment. The implications this research has for stakeholders who aim to support students’ intercultural competence development in short-term study abroad programs will be provided.
	備考（Remarks）

詳細表示

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
2022	南山大学パッヘ研究奨励金I-A-2		Assessing the impact of an online short-term study-abroad program on Japanese university students’ global-mindedness
	代表		300,000円
	研究内容（Research Content） This mixed-methods study investigates the following research question: What is the impact of an online STSA program on the GM of participating students? Quantitative data will be collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (Hett, 1993). Descriptive statistics and two-way ANOVA analyses are expected to reveal a significant increase in the experimental group’s post-program GMS results, which should then level off over six months. Reflection papers, surveys, and semi-structured interviews will be used to inform the qualitative perspective, which are expected to suggest a need for better post-program support to help maintain students’ GM.
	備考（Remarks）
2022	南山大学パッヘ研究奨励金II-B		What is the impact of a virtual study-abroad program on Japanese university students’ global-mindedness?
	代表		200,000円
	研究内容（Research Content） Short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched. This study empirically assessed the impact of a six-week US-based academic program (conducted online due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). This mixed-methods study employed experimental (N = 53) and control (N = 82) groups to investigate the following research question: What is the impact of an online STSA program on the GM of participating students? Quantitative data were collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental group’s post-program GMS results, which then leveled off over six months. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, which suggest a need for better post-program support to help maintain students’ GM.
	備考（Remarks）
2021	南山大学パッヘ研究奨励金I-A-2		Students’ self-perceived attitudes on intercultural competence: Towards bridging the domestic and overseas academic divide
	代表		300,000 yen
	研究内容（Research Content） To begin bridging the domestic and overseas academic divide, an exploratory study is conducted, that seeks to uncover the attitudinal factors impacting a group of Japanese university students’ self-perceived intercultural competence (IC), prior to embarking on an online 6-week US-based study-abroad program. This study aims to explore a need in the home context for more intentional curricular balancing of linguistic and intercultural content towards fostering IC attitudes that may better prepare university students for studying abroad.
	備考（Remarks）
2020	南山大学パッヘ研究奨励金I-A-2		Examining the Academic Impact of an Active Learning-Based Study-Abroad Program
	代表		300,000 yen.
	研究内容（Research Content） Little research exists into how domestic education helps to prepare Japanese learners to foster their global competence and make disciplinary assessment gains in their academic contexts overseas. Active Learning (AL) is considered to be one approach that can enhance students’ higher order cognitive, attitudinal and behavioral abilities. This study seeks to examine the impact, including the effect and influence, of AL on the academic ability (knowledge, attitude, and skills) of cohorts of students first in their home university context in central Japan, and then as they transition to the context of a required six-week study-abroad program at a US university.
	備考（Remarks）
2020	科学研究費補助金		Examining the Academic Impact of an Active Learning-Based Study-Abroad Program
	代表		4,160,000 yen
	研究内容（Research Content） Active Learning (AL) is defined by Bonwell and Eison (1991) as “anything that involves students in doing things and thinking about the things they are doing” (p. 2) and satisfies five conditions: 1) student involvement, 2) skills development, 3) higher order thinking focus, 4) engagement in activities, and 5) reflection on learning. AL has long been a focus for research in the fields of second language acquisition and action research (e.g. Birley and Moreland, 1998), and is being promoted in the wider context of the Japanese education system. While MEXT (2014) have called for a greater shift towards more learner-centered approaches in education, several serious challenges currently exist. Firstly, many teachers at the university level in Japan do not fully understand what AL entails (Nakai, 2015). Furthermore, it has been shown that teachers frequently struggle to cohesively integrate their methodologies, content, and goals within an AL approach to teaching and learning (Nishikawa, 2015). Therefore, university teachers in Japan need greater research-based and practical support in order to develop their knowledge, attitude, skills, and awareness as AL practitioners in their classrooms. This is particularly the case for the medium of lectures, where university faculty members in Japan have been reluctant to embrace AL (Biggs & Tang, 2011; Deacon, 2019; Deacon & Miles, 2019), inadvertently undermining the development of critical thinking and problem solving skills (Yamada, 2015). This research project aims to foster the vital support for teachers that will help to facilitate an educational shift towards a more AL based approach. In doing so, the key research question to be addressed by this study is: How can Active Learning be more effectively implemented in a Japanese university lecture context?
	備考（Remarks）
2019	南山大学パッヘ研究奨励金I-A-2		A Study on the Intercultural Competence Development of Thai Tutors in a Short-term Study Abroad Visitor Program

	研究内容（Research Content） The purpose of this study was to focus specifically on the ways that intercultural competence develops within one host group, the Thai tutors at Khon Kaen University, as part of their cross-cultural learning experiences while interacting with groups of Japanese university students participating in short-term study abroad programs (including the current three-week Nanzan Asia Progam (NAP) with Nanzan University).
	備考（Remarks）
2019	南山大学パッヘ研究奨励金II-B		Student Perspectives on Japanese University Lectures
	Presenter		20万
	研究内容（Research Content） This research-oriented short presentation focused on a pilot study to determine the student perceived usefulness of lecturing. The study specifically illustrated how the presence or absence of Active Learning (AL) within the lecturing medium is perceived to either positively or negatively impact student learning, and also demonstrated how teachers can take their pedagogical bearings from their students for teacher development.
	備考（Remarks）
2018	科学研究費補助金		CLIL型短期留学のインパクトに関する縦断的かつ横断的調査
	非代表	日本学術振興会	110万円（平成30年度）
	研究内容（Research Content）１８K００７６１（研究分担者）
	備考（Remarks）共同（研究分担者：鹿野みどり、山岸敬和、篭橋一輝）平成３０〜３２年度（課題番号：18K00761）
2017	南山大学パッヘ研究奨励金II-B		Part-time Teachers Developing their Coordinators

	研究内容（Research Content） This conference allowed me an opportunity to share my research on Program Coordination. My proposal entitled: “Part-time Teachers Developing their Coordinators” was accepted during a blind TESL Canada review process and was presented on June 5, 2017.
	備考（Remarks）
2007	Pache 1-A-2		A Longitudinal Study of Developing Self-Regulation through Learner Self-Evaluated Audio Recording (LSEAR)
	Researcher	Nanzan University	100,000 yen
	研究内容（Research Content）
	備考（Remarks） The researcher proposed to investigate the role of self-regulation through a procedure of student conversation recorded performances called Learner Self-Evaluated Audio Recording (LSEAR) that gives the responsibility for self-monitoring and assessment to students. In particular, this study examined the insights that emerge from student noticing on their LSEAR recorded performances, via written reflections and oral interviews, to gain insight into learners’ intramental thought patterns and development.

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	Special Lectures	Nanzan Extension College During the 2022 year I conducted a total of 18 lectures in the spring and 16 lectures in the fall for the general public. A total of approximately 60 people from the general community participated. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range.	2022年5月 - 2022年12月
2022	2022 ASU Program assistant coordinator	I helped to organize and promote the 2022 Arizona State University (ASU) program and liased with representatives from ASU. I prepared pre-program and post-program orientations on academic and intercultural themes for participating students.	2021年9月 - present
2022	外国語教育センター委員	外国語教育センター委員	2021年4月 - present
2022	南山エクステンション・カレッジ委員	南山エクステンション・カレッジ委員	2021年4月 - present
2021	Special Lectures	Nanzan Extension College During the 2021 year I conducted a total of 16 lectures in the fall for the general public. A total of approximately 30 people from the general community participated. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range.	2021年10月~2021年12月
2019	試験運営委員会委員	試験運営委員会委員	2019年4月－2020年3月
2019	Special Lectures	Nanzan Extension College During the 2019 year I conducted a total of 56 lectures - 30 in the spring and 26 in the fall for the general public. A total of approximately 150 people from the general community participated in the courses. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range.	2019年4月~2020年1月
2018	国際教養学科英語科目Advanced English Communication、コースコーディネーター	Co-created a syllabus and online materials for the program available at: https://www.youtube.com/playlist?list=PLkKnt9j3WCOl-Xr2d4YKFJPNauOVIhC1H&disable_polymer=true Organized course-wide presentations in the GLS Learning Commons in Quarter 1.	2018年4月～present
2018	Special Lectures	Nanzan Extension College During the 2018 year I conducted a total of 60 lectures - 30 in the spring and 30 in the fall for the general public. A total of approximately 150 people from the general community participated in the courses. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range.	2018年4月～2019年1月
2018	国際教養学科英語科目オーラルコミュニケーション、コースコーディネーター	Co-created a syllabus and materials for the program that connect to listening and speaking skills (discussion, presentation, and debate). Organized course-wide presentations and debates that were mainly held in the GLS Learning Commons.	2017年4月～present

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	国際学会での研究発表の件数 No. of Presentations of Papers at Int'l Academic Conferences	国内学会での研究発表の件数 No. of Papers Presented at National Academic Conf.
2022	0	1	1	3	0
2021	0	2	0	3	0
2020	0	2	0	5	0
2019	1	1	1	3	2
2018	1	0	0	1	2
2017	0	1	0	2	0
2016	0	1	1	1	0
2015	1	0	0	0	0
2014	0	3	1	0	0
2013	0	2	2	1	1

詳細表示

2023/02/21 更新

△このページの先頭へ