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
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
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
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
2023  Thai Students Developing Intercultural Sensitivity as Study-Abroad Program Buddies  単著   
The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings  , IAFOR  , pp. 129-133   , 2023年12月   

概要(Abstract) Several empirical studies have examined the intercultural sensitivity of visiting overseas students in various study-abroad contexts. However, research on the intercultural sensitivity of native hosting students, including in buddy programs, where visiting students and local students are paired for purposes of intercultural exchange is lacking. Although such programs can have positive effects on participants, others warn that social relationships (between visitors and host nationals) can be unbalanced and superficial. Thus, understanding the factors that both facilitate and impede domestic students’ intercultural sensitivity development in contexts involving buddy programs requires further investigation. The current project aims to examine the differential effects of intergroup contact on the willingness to interact between Japanese and Thai students, while investigating any change effects on hosts’ intercultural sensitivity that occur. This paper provides an outline of the intended study. 

備考(Remarks) https://doi.org/10.22492/issn.2189-1036.2024.11 

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/ 

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
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)  

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研究発表
年度
Year
題目又はセッション名
Title or Name of Session
細目
Authorship
発表年月(日)
Date
発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.
2023  ‘Investigating Japanese University Students’ Intercultural Behavior Intent through a Theory of Planned Behavior Model: A Mixed-Methods Study’  単独  2024年1月6日 
The 2024 IAFOR International Conference on Education  , IAFOR   

概要(Abstract) Understanding how even short-term study-abroad (STSA) programs can lead to increased intercultural communication competence (ICC) for Japanese university students in overseas contexts is necessary given the increase recently of these programs. However, most instruments measuring ICC within STSA contexts are western-based. An exception is the international posture scale (IPS) by Yashima and colleagues (2002, 2004, 2009), which is one instrument related to ICC that originated in Japan. The IPS has been primarily used to research Japanese students’ behavioral intentions to communicate in English. However, there are very limited studies on the antecedents of international posture (IP) and almost no studies that have investigated IP within a Theory of Planned Behavior (TPB) (Ajzen, 1991) theoretical framework. The purpose of this study is to examine the predictive relationship between personality traits on intercultural behavioral intent and actual ICC behavior as mediated by attitudinal and self-efficacy variables within a TPB framework. The researcher will share salient pathways from Structural Equation Modeling together with future directions for research based on these findings. 

備考(Remarks)  

2023  Examining the Academic Impact of an Active Learning-Based Study-Abroad Program  単独  2023年4月26日 
AMPS International Conference 2023  , AMPS   

概要(Abstract)  

備考(Remarks)  

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)  

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2023  南山大学パッヘ研究奨励金II-B  Examining the Academic Impact of an Active Learning-Based Study-Abroad Program 
代表     

研究内容(Research Content)  

備考(Remarks)  

2023  南山大学パッヘ研究奨励金I-A-2  Local Thai University Students Developing Intercultural Sensitivity as Study-Abroad Buddies 
代表    300,000 yen 

研究内容(Research Content) This mixed-methods case study investigated Thai university student participants’ intercultural sensitivity and intercultural communication apprehension (ICA) in a pre/post-test design, respectively. Quantitative data will was gathered using the Intercultural Sensitivity Scale (ISS) (Chen & Starosta, 2000) and the Personal Report of Intercultural Communication Apprehension (PRICA) (McCroskey, 2013; Neuliep & McCroskey, 1997). Written surveys and semi-structured follow-up interviews informed the qualitative perspective. Participants were recruited through convenience sampling.

To date, numerous empirical studies have examined the intercultural communication competence (ICC) of visiting overseas students. However, research on the ICC of native hosting students, including in buddy programs where visiting students and local students are paired for purposes of intercultural exchange, is relatively scant within Internationalization-at-Home (IaH) contexts. Intercultural sensitivity, which has been identified as a critical ability to live successfully in culturally diverse societies (Chen & Starosta, 1997), is one component of ICC in need of further investigation in IaH environments especially as it relates to domestic participants’ development through buddy programs. To address this research gap, this study drew upon ICC and buddy program literature, intergroup contact theory, (Allport, 1954), and social identity theory (Tajfel, 1974). Understanding the factors that both facilitate and impede domestic students’ intercultural sensitivity development in IaH contexts involving buddy programs requires further investigation. This project attempted to help fill the research gap in buddy program literature.
 

備考(Remarks)  

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) 

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教育活動
年度
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タイトル
Title
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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 
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2024/03/29 更新