My Research Interests 

Thank you for kindly visiting my research page, on which I hope you'll find something both useful and interesting.

I am, as noted above, a professor of English in the Faculty of Interdisciplinary Mathematical Sciences at Meiji University in the Tokyo metropolitan area. Coming from a STEM background (specifically, physics) but with a lifelong interest in languages, my research interests generally include both areas. I both use and teach advanced statistics, and my primary area is structural equation modeling (which forms part of the background on the top page of my website). I have also long been interested in the intersection of technology and foreign language education. A third area is the role of affective variables— particularly international posture—in foreign language acquisition. This interest has seen considerable work in instrument validation of age-appropriate versions of the International Posture instrument.

A recent addition to my portfolio is research on marginalization and under-representation in virtual exchange. Representing essentially an extension of my work with the International Collaboration Office at Meiji University, this is a collaborative effort with a team of seven researchers scattered across the globe. The research is funded by the Stevens Initiative, an organization established in honor of the late Ambassador Christopher Stevens to facilitate international effort to build global competence and career readiness skills for young people in the United States, the Middle East, and North Africa through the medium of virtual exchange. My colleagues and I gratefully acknowledge the support we have received.

Finally, my training includes undergraduate degrees from Montana State University in physics and German. I thereafter obtained an MA in English from the University of Montana and then my doctorate in TESOL from Temple University.

 Edited Book 

Nakajima, T., Ohara, T., Uematsu, M., & Onda, Y. (2019). Environmental contamination from the Fukushima nuclear disaster. Cambridge: Cambridge University Press. (I served as the English editor.)

 Book Chapters  (4)

Elwood, J. A. & Kawano, M. (2023). To build a poster: The story of a STEM poster presentation course. In M. Apple, J. Falout, & G. Hill (Eds.), STEM English in Japan: Education, Innovation, and Motivation. London: Palgrave. [abstract] Abstract
Text here.

MacLean, G. R., & Elwood, J. A. (2013). Factors in the implementation of mobile phones in Japanese university EFL classroom. In H. Yang & S. Wang (Eds.), Cases on managing e-learning: Development and implementation (pp. 118-144). Hershey, PA: IGI. doi: 10.4018/978-1-4666-1933-3.ch006 [abstract] Abstract
This chapter considers factors that can play roles in the use of mobile phones in university English as a Foreign Language (EFL) classrooms in Japan. While recent developments have made such devices an increasingly attractive alternative to computers in education, issues such as cost and privacy have been noted by other research to be of some concern. This study investigated the use and perceptions of mobile phones by 249 university students studying EFL in Japan. Results indicated that although students declared varying levels of proficiency with their mobile phones, most were able to complete the tasks queried. Among factors that might inhibit successful implementation of the use of mobile phones for education, cost and security concerns were minimal, but student reservations about using mobile phones for educational tasks appeared to be a mediating factor.

MacLean, G., & Elwood, J. (2009). Digital natives, learner perceptions, and the use of ICT. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 156-179). Hershey, PA: IGI. [abstract] Abstract
Prensky (2001) posited the emergence of a new generation of digital natives fluent in the language of cyberspace and familiar with the tools of user-generated content. If correct, the existence of this group would necessitate a thorough reconsideration of pedagogy to meet their radically different learning needs, which dovetail with the nascent Web 2.0 and its communities of users. The study examined in this chapter addressed a series of questions about the implications of digital natives in Japan, and found contemporary users of technology to be in firm control of only a limited number of skills. Learner use and perception of technology appeared to be mediated by several variables: technological proficiency or the lack thereof, tradition, willingness to use technology (WUT), and gender. The research instruments utilized in this chapter were analyzed and found to be psychometrically adequate. It is argued that these categories and scales will provide a useful resource for further attempts to understand the potential of Web 2.0 and the concept of the digital native in other educational traditions and contexts.

Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009). Inviting student voice. In R. Nunn & J. Adamson (Eds.), Accepting alternative voices in EFL Journal articles (pp. 211-235). Seoul: Asian EFL Press. [abstract] Abstract
Inviting, including, and increasing student voice could transform and energize our activities, curricula, methods, and governance in English language teaching (ELT), and could engender a self-fulfilling prophecy of increased learning, student agency, and community consciousness. General education theory provides most of the examples for using student voice. However, we report how such practices can be applied in ELT with our own small streams of research through action logs, language learning histories, student petitions, and surveys. We look closely at 440 students' appraisals of their English classes in their secondary education in Japan, and propose how it might affect English teaching in Japan were it acted upon. More than surveying student attitudes, we are encouraging students themselves to participate in educational research, deliberations, and decision-making for proactive transformation of their own education. Including more student voices in ELT can increase the value of what we do professionally - teach and learn.

 Journal Articles  (21)

Monoi, N., Kawai, H., Ikeda, C., & Elwood, J. A. (under review). Ready to begin English learning? A study of the phoneme production skills of Japanese preschoolers. RELC Journal.

Ghasemy, M., Elwood, J. A., & Scott, G. (in press). Approaches to education for sustainability leadership development in higher education: An international comparative study in the Asia Pacific region. International Journal of Sustainability in Higher Education, 25(7).

Ghasemy, M., Gaskin, J. E., & Elwood, J. A. (2024). Testing the "Holy Grail" of industrial psychology in an Asia-Pacific higher education system: The application of the PLSe2 method in validating a bow pattern non-recursive model. Journal of Applied Research in Higher Education, 16(2), 302-314. https://doi.org/10.1108/JARHE-10-2022-0333

Abe, Y., Elwood, J. A., & Kobayashi, W. (2023). The effects of problem-based learning on affective processes in the flipped classroom using MOOCs: Willingness to communicate, motivation, self-efficacy, and problem-solving orientation. Journal of the Japanese Society for Engineering Education, 71(6), 9-16. https://doi.org/10.4307/jsee.71.6_9

Ghasemy, M., & Elwood, J. A. (2023). A comparative study on the Education for Sustainability (EfS) skills and in-role performance effectiveness in the context of the Malaysian and the Japanese academic ecosystems. Higher Education Forum, 20, 79-103. https://doi.org/10.15027/53852

Alami, N. H., Albequerque, J., Ashton, L. S., Elwood, J. A., Elwoozie, K., Hauck, M., Karam, J., Klimanova, L., Nasr, R., & Satar, M. (2022). Marginalization and underrepresentation in virtual exchange: Reasons and remedies. Journal of International Students [special issue on virtual exchange] 12(S3), 57-76. https://doi.org/10.32674/jis.v12i3S.4665

Ghasemy, M., & Elwood, J. A. (2022). Job satisfaction, academic motivation, and organizational citizenship behavior among lecturers during the COVID-19 pandemic: A cross-national comparative study in Japan and Malaysia. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09757-6

Ghasemy, M., Elwood, J. A., & Scott, G. (2022). A comparative study on turnaround leadership in higher education and the successful implementation of the UN's sustainable development goals. International Journal of Sustainability in Higher Education, 24(3), 602-636. https://doi.org/10.1108/IJSHE-01-2022-0001

Abe, Y., Elwood, J. A., Khoo, Y. Y., & Hood, M. (2021). The relationship between self-regulation skills and English proficiency among Asian EFL learners in the flipped online classroom. International Journal of Knowledge and Learning, 14(2), 159-174.

Ghasemy, M., & Elwood, J. A. (2022). Lecturers' job satisfaction, academic motivation, and organizational citizenship behavior amidst the Covid-19 pandemic: A cross-national comparative study across Japan and Malaysia. Asia Pacific Education Review, 1-15. https://doi.org/10.1007/s12564-022-09757-6 [abstract] Abstract: Job satisfaction and its antecedents and outcomes have been important areas of focus in social sciences research, and higher education is not an exception. This issue has become more important during the unprecedented Covid-19 pandemic. For this reason, through a cross-national study between Malaysia and Japan, we collected data on lecturers' job satisfaction and two of its outcomes, namely academic motivation and individual level organizational citizenship behavior (OCBI) to test our evidence-rooted theoretical model which explains the relationships between these variables. We also added age, gender, and tenure as covariates to our model. Our partial least squares structural equation modeling (PLS-SEM) estimation results at the aggregate and country levels showed that the effect of job satisfaction on OCBI is mainly transmitted through academic motivation. We also observed that the Malaysian and the Japanese relationships between these variables in our model. In addition, the relationship between academic motivation and OCBI was nonlinear based on the data from the Malaysian sample, and we explained this phenomenon from both theoretical and practical/policy perspectives. Moreover, our results showed that age plays an important role in our model when it is estimated using the data from the Malaysian higher education system. We discussed our findings theoretical and practical implications in detail. lecturers are not statistically different in terms of the Keywords: Job satisfaction, Academic motivation, Individual-level organizational citizenship behavior (OCBI), Higher education, Covid-19 pandemic, Malaysia, Japan

Ghasemy, M., Elwood, J. A., & Nejad, M. R. (2022). Academics to serve the communities: Examining the hierarchical structure of the servant leadership model in academia. Journal of Higher Education Outreach and Engagement, 26(1), 51-70. [abstract] Abstract: Servant leadership for Higher Education (HE) has been one of the recent proposed leadership models to be practiced in institutions of higher learning. Yet, the literature, due to the theoretical and methodological flaws, does not provide a good picture of the dimensions of this leadership style in academic settings. For this reason, our study aims at investigating the factorial validity of a well-developed multilevel servant leadership model in the Malaysian HE context. Specifically, based on three demographic variables namely university, academic background and relevant HE experience, we clustered 1864 lecturers into 120 clusters and estimated the 7-factor second-order servant leadership model at two levels. Our analysis showed that servant leadership in academic settings was a single level 5-factor second-order model rather than a hierarchical model. Put it differently, we did not find empirical evidence for "emotional healing" and "putting subordinates first", as two dimensions of servant leadership, in academic settings. In addition, we compared our model with a few other servant leadership models and investigated its consistency with the principles of servant leadership for HE to provide more insights about our model. Finally, we discussed the practical, theoretical, and methodological implications of our findings and suggested the future lines of research in this regard. Keywords: Servant leadership for higher education, Department level, Multilevel model, Satorra-Bentler method, Malaysia

Abe, Y., Elwood, J. A., & Hood, M. (2019). Self-regulated learning, e-Learning, and the flipped classroom: A comparative study. Language Education & Technology, 56, 133-156. [abstract] Abstract
Self-regulated learning (SRL) leads to greater achievement because students are more likely to plan, organize, and self-monitor (Pintrich & De Groot, 1990). At the university level, SRL leads to greater motivation and academic achievement (Kosnin, 2007). One context that might contribute to improved SRL skills is e-learning because an e-learning system promotes continuity inside and outside the class. Moreover, a flipped classroom enables effective practice and interaction by reversing in-class instructional time and out-of-class practice time. Previous research on the relationship between e-learning and SRL, however, has yielded mixed results (e.g., Kramarski & Gutman, 2006; Lynch & Dembo, 2004; McManus, 2000), which might be attributed to the difficulty of continuing work inside and outside of the classroom (Adachi, 2007) or the procrastination associated with e-learning (Goda, 2012). In this study, an SRL system was developed in support of flipped learning activities to encourage students to be self-regulated learners. University EFL students in Japan, the Philippines, and Malaysia were investigated to examine the relationship between motivation and self-regulation as well as the effectiveness of a self-regulated flipped learning system. In addition, we investigated the influence of learner characteristics on their sense of satisfaction with flipped learning.

Abe, Y., Hood, M., & Elwood, J. A. (2018). Self-regulated learning and culture in the flipped EFL classroom with ICT. Journal of the Japanese Society of Engineering Education, 66(5), 62-65, 68. doi: 10.4307/jsee.66.6_62 [abstract] Abstract
This study adopted a flipped learning approach to blended learning as a means to encourage students to be self-learners. A self-regulated learning system was developed to support flipped learning activities. The flipped learning system comprises a video lecture and online quizzes. The purpose of this study was to investigate the relationship among motivation belief (i.e., intrinsic value, self-efficacy), self-regulated learning strategy, the effectiveness of blended learning with a self-regulated flipped learning system, and learning outcomes. In the context of a flipped classroom, students showed significant improvement in the language proficiency measures. A well-fitting model emerged detailing the respective structures of motivation belief and learning strategies, and task value and self-efficacy were found to underpin both. Task value and meta-cognitive and cognitive strategy use were found to directly predict satisfaction as well as mediate the effects of intrinsic goal motivation and self-efficacy on satisfaction. The results suggest that flipped learning is an effective tool for EFL classrooms.

Elwood, J. A., & Kawano, M. (2018). Developing poster session skills for Japanese science students: A course of active learning. JACET ESP Kanto Annual Report. [abstract] Abstract: One facet of university undergraduate education is the acquisition of presentation skills, yet little attention has been paid to poster presentation skills. In this paper, we will introduce a poster presentation course for science students which promotes academic skills needed to engage in poster sessions in English. This undergraduate poster presentation course targeted third-year science students at a private university in Tokyo. In both 2015 and 2016 students completed surveys at the conclusion of the course which revealed that the course was effective in improving second language skills and knowledge of the poster sessions. In addition, modifications based on student feedback from the 2015 cohort were instrumental in improvements in skills specific to poster sessions. This manuscript concludes with reflections on lessons learned and forthcoming modifications to the course.

Elwood, J. A., & Monoi, N. (2015). Measuring carefully: Validating the International Posture-Children instrument. JALT Journal, 37(2), 119-146. [abstract] Abstract
With the onset of English education in elementary schools in Japan mandated at an earlier age than in the past, the need to understand the extent to which children obtain international posture (Yashima, 2002) has become increasingly crucial. Toward that end, in the current study a validation of the International Posture-Child instrument (Monoi-Yamaga, 2010; Yamaga, 2007) precedes an investigation of the configuration and level of the International Posture that fifth- and sixth-grade students at five Japanese public elementary school students possessed. Results indicated that configurations of children differed from that of adults, with 5th-graders exhibiting a 2-factor configuration and 6th-graders either an identical 2-factor configuration or a more complex 3-factor structure. Using the 2-factor configuration, levels of IP of the 5th- and 6th-graders were found to be statistically indiscernible. Implications and suggestions for further research are discussed.

Elwood, J. A., & Bode, J. (2014). Student preferences vis-a-vis writing feedback in university EFL writing classes in Japan. System, 42(1), 333-343. doi: 10.1016/j.system.2013.12.023 [abstract] Abstract
While learning outcomes associated with type and frequency of feedback have been extensively researched, student perceptions of teacher feedback have received less attention. This manuscript reports on an investigation of student perceptions and wishes concerning teacher feedback in university EFL writing classes in Japan. Students generally reacted positively to feedback and exhibited strong preferences for detailed, handwritten feedback that addressed both content and mechanical errors. The color of feedback appears to be an issue of minimal concern as students indicated nearly equal preference for red and blue marking. Higher proficiency corresponded with lower anxiety levels, an increased willingness to ask questions about feedback, and more positive reactions to feedback, while the opposite was true for lower-proficiency students. Females preferred detailed, direct feedback more than males did, while males indicated somewhat higher anxiety concerning feedback. Finally, feedback was utilized only to a modest extent, a result that highlights the need to encourage and train students in its use. The study concludes with suggestions for further research.

Elwood, J. A., & MacLean, G. R. (2012). To use or not to use: Psychometric properties of the willingness to use technology (WUT) instrument in three Asian contexts. Computers and Education, 58, 1360-1371. doi: 10.1016/j.compedu.2011.11.008 [abstract] Abstract
With the ongoing development of technology and its ever increasing influence in the social and educational spheres, knowing whether users will embrace technological means is of considerable importance. This article looks at Willingness to Use Technology (WUT; MacLean & Elwood, 2009), an instrument developed to assess a potential technology userfs propensity to do so when choosing between a technological medium and a non-technological medium for doing a task. Data were collected from university students in Malaysia (n = 169), Cambodia (n = 131), and Japan (n = 1262). Descriptive statistics showed that Cambodian and Malaysian students were disposed toward selecting technological means for most tasks, while the preferences of the Japanese students varied by task. Rasch analysis showed that the items functioned satisfactorily, and results of two types of confirmatory factor analysis converged, indicating WUT consisted of two factors differentiated by the degree of synchronicity of communication in all three contexts. The investigation of partial-measurement invariance indicated that the factor composition was fundamentally invariant across the three Japan samples yet differed some across the three countries. Although its use in cross-cultural research contexts requires further consideration, the WUT instrument represents a robust measure of usersf behavior regarding technology in the specific contexts examined in this study.

Hood, M., Elwood, J. & Falout, J. (2009). Student attitudes toward task-based language teaching at Japanese colleges. [Special issue on task-based language learning]. Asian Journal of English Language Teaching, 19, 19-47. [abstract] Abstract
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to requests. It is argued that (contrary to current theories of politeness) the two notions do not represent parallel demensions; indirectness does not necessarily imply politeness. The relationship between the two was

Elwood, J. & MacLean, G. (2009). ICT usage and student perceptions in Cambodia and Japan. International Journal of Emerging Technologies and Society, 7(2), 68-82. [abstract] Abstract
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to requests. It is argued that (contrary to current theories of politeness) the two notions do not represent parallel demensions; indirectness does not necessarily imply politeness. The relationship between the two was

Elwood, J. (2009). Conrad's avatar: Group membership and authorial intent. OTB Forum, 2(1), 22-30. [abstract] Abstract
"The eyes are the window to the soul" - whatever the origin of this phrase, humans have long searched for the true meaning in a person's soul. Absent the eyes, later generations can look at one's written legacy for clues to a writer's intent. This paper revisits that question concerning Joseph Conrad, whose works have been the focus of intense scrutiny since written a century ago. Drawing on the notion of group membership, this paper argues that as a linguistic and cultural outsider, Conrad was able to comment very knowledgeably on the human condition while effectively distancing himself from broad cultural tendencies of his time.

Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009). Inviting student voice. Asian EFL Journal, 11(2), 1-25.  [abstract] Abstract
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to requests. It is argued that (contrary to current theories of politeness) the two notions do not represent parallel demensions; indirectness does not necessarily imply politeness. The relationship between the two was

Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-437. doi: 10.1016/j.system.2009.03.004 [abstract] Abstract
Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the relationship between past demotivating experiences and present proficiencies. Affective states and capacity to self-regulate learning were compared among learners with varying academic interests, experiences, and proficiencies. Demotivating factors were grouped into three categories: external conditions of the learning environment, internal conditions of the learner, and reactive behaviors to demotivating experiences. Internal and reactive factors were shown to correlate with long-term EFL learning outcomes. Findings from this study indicated that beginning, less-proficient learners in non-English majors were least likely to control their affective states to cope with demotivating experiences. Finally, this paper discusses steps that might prevent or minimize demotivation and facilitate remotivation.

 Proceedings Papers  (10)

Kawano, M., Elwood, J. A., & Shibasaki, R. (in press). Effects of moving from in-person to online: STEM majors and poster presentations. JACET International Conference Proceedings.

Kawano, M., Elwood, J. A., Koga, Y., & Shibasaki, R. (2019). Learner perceptions of active learning: Some issues of poster session activities in ESP university classes. In J. Mynard & I. K. Brady (Eds.), Stretching Boundaries. Proceedings of the Third International Psychology of Language Learning Conference (pp. 38-40). Tokyo: International Association for the Psychology of Language Learning.

Elwood, J., & MacLean, G. (2011). Classroom feedback systems and mobile systems. In Proceedings of the International Conference on e-Commerce, e-Administration, e-Socity, e-Education, and e-Technology (pp. 2793-2804). [abstract] Abstract
Abstract uploaded soon.

MacLean, G. R., & Elwood, J. (2010). Mobile phone usage and perceptions in Japanese university classrooms. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunication (EDMEDIA) 2011 (pp. 1774-2804). Chesapeake, VA: AACE.

Fujii, K., Elwood, J., & Orr, B. (2010). Collaborative mapping: Google Maps for language exchange.Proceedings of the 22nd Annual Meeting of the Central Association of Teachers of Japanese (CATJ22). [abstract] Abstract
Abstract uploaded soon.

MacLean, G., & Elwood, J. (2009). Classroom feedback and polling technology. In M. Thomas (Ed.), JALT CALL 2008 Conference Proceedings (pp. 29-34). Tokyo: JALT. [abstract] Abstract
Abstract uploaded soon.

Falout, J., Murphey, T., Elwood, J., & Hood, M. (2008). Learner voices: Reflections on secondary education. In K. Bradford-Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings (pp. 232-243). Tokyo: JALT. [abstract] Abstract
Abstract uploaded soon.

Falout, J., Hood, M., & Elwood, J. (2007). Learners' perceptions of communicative language teaching methods at Japanese colleges. In B. Visgatis & M. Apple (Eds.), JALT2006 Conference Proceedings (pp. 43-51). Tokyo: JALT. [abstract] Abstract
Abstract uploaded soon.

Elwood, J. (2007). "Oh my gosh! English is fun!": Stories of highly proficient learners of English. In K. Schaefer (Series Ed.), Y. Kusanagi, & K. Fushino (Vol. Eds.), Temple University Japan Working Papers in Applied Linguistics: Narrative Inquiries and Case Studies, 22 (pp. 3-23). Tokyo: Temple University Japan. [abstract] Abstract
Abstract uploaded soon.

Elwood, J. (2006). Culture and affect in vaulting the Rubicon: Stories of becoming highly proficient in English. In K. Bradford-Watts & C. Ikeguchi (Eds.), JALT2005 Conference Proceedings. (pp. aa-bb). Tokyo: JALT. [abstract] Abstract
Abstract uploaded soon.

 University (in-house) Publications  (7)

Elwood, J. (2006). Extensive reading only? Why not extensive listening (and other things), too? Foreign Language Education, 28, 81-89. (Tsukuba, Ibaraki: Foreign Language Center).

Elwood, J. (2005). Vocabulary selection in restricted and non-restricted contexts: A pilot study. Foreign Language Education, 27, 1-15. (Tsukuba, Ibaraki: Foreign Language Center).

Elwood, J. (2002). Darwin: The saga continues. Language & Culture, 2, 125-136. (Tokyo: Toyo University). 

Elwood, J. (2001). Darwin's progeny. Language & Culture, 1, 123-135. (Tokyo: Toyo University).

Elwood, J. (2000). Who killed Lady Twigglesworth? Journal of Toyo University, General Education, 39, 87-99.

Elwood, J. (2000). The roller coaster ride of the Japanese vowel system. Journal of Toyo University, General Education, 39, 101-106.

Elwood, J. (1999). Who wears no clothes? Journal of Toyo University, General Education, 38, 157-168.

 Invited Talks 

Better than a Crescent Wrench: Poster Presentations (May 20, 2016). PanSIG 2016 Conference, Naha, Okinawa, Japan. [abstract] Abstract
One element of academic conferences is the (mostly) unloved poster presentation, which has received scant attention in most tertiary textbooks and classrooms. However, this activity can benefit presentation skills, impromptu speaking, academic vocabulary, and area-specific knowledge. In this talk we will examine a new university poster presentation course that consists of an authentic regimen of crafting and submitting proposals, creating posters, and participating in a department-wide poster session. Feedback indicated the course was challenging yet interesting and conducive to improvements in students' English skills. This presentation will broaden participants' knowledge of a very beneficial yet underutilized series of activities.

Choko-lits and EFL: Casting the Net Widely (December 19, 2015). Trends in Language Teaching 2015 Conference, Naha, Okinawa, Japan. [abstract] Abstract
In the EFL world of the first quarter of the 21st century, educators find themselves faced with the prospect of preparing students for an increasingly globalized, connected world. To meet such a challenge, the toolbox of contemporary EFL educators is replete with a veritable wealth of tools and tricks that might prove useful. This talk will offer insight into four aspects of such tools. Beginning with technological innovations, we will continue to the growing role of content material in EFL courses. Possible roles of human (and even non-human) characters constitute the third aspect, and a nod to time-tested methods will complete the tetralogy. Listeners should gain an enhanced awareness of the breadth of resources available today as well as a handful of discrete ideas to enrich their own classrooms.

Vaulting the Rubicon: The Nuts and Bolts of Narrative Study (July, 2007). Ibaraki JALT, Mito, Ibaraki, Japan.   [abstract] Abstract
Abstract to be inserted here.

 Presentations  (53)

A Report on Case Studies of VE Implementation in Europe, Central Asia, East Asia: Implications and Directions for Future Research (with Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami, Samantha al Ahib, Loye Sekihata Ashton, and Kwesi Ewoodzie). (February 24, 2024). Intercultural Competence Conference (ICC 2024), Tucson, Arizona, USA. [hybrid]

TheHawaii presentation(with Madoka Kawano and Kentaro Fukuchi). (January 5, 2024). IAFOR 2024. Honolulu, Hawaii, USA

late August presentation (with Madoka Kawano and Kentaro Fukuchi). (August 30, 2023). JACET

The Evolution of International Posture of Japanese EFL Students from Grade 3 through 12: A Longitudinal Study (with Naoko Monoi). (June 24, 2022). Psychology of Language Learning Conference 2022 (PLL4). Cape Breton, Nova Scotia, Canada. [online]

Marginalization and Underrepresentation in Virtual Exchange in Multiple Geopolitical Sectors (with Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami, Loye Sekihata Ashton, and Kwesi Ewoodzie) (June 3, 2022). NAFSA 2022 Annual Conference & Expo. Denver, Colorado, USA. [hybrid]

Group Differences in a Practice-Based Approach to Education for Sustainability (EFS) Leadership Development: The Application of the PLSE2 Method in Running Simultaneous Comparisions through the SEM Framework (with Majid Ghasemy). (March 25, 2022). International Conference on Research in Education and Science (ICRES2022). Antalya, Turkey.

Education for Sustainability (EFS) Expertise and Self-Organization to Achieve Personal and Interpersonal Outcomes: A Comparative Study in the Context of the Malaysian and the Japanese Higher Education Systems. (with Majid Ghasemy). (March 25, 2022). International Conference on Research in Education and Science (ICRES2022). Antalya, Turkey.

The Causes and Remedies for Marginalization and Underrepresentation in Global Virtual Exchanges. (February 21-22, 2022). Association of International Education Administrators 2022 Annual Conference [online]. New Orleans, Lousiana (with Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami, Loye Sekihata Ashton, and Kwesi Ewoodzie).

Marginalization and Underrepresentation in Global VE Initiatives (with Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami, Loye Sekihata Ashton, and Kwesi Ewoodzie). (January 28, 2022). Eighth International Conference on the Development and Assessment of Intercultural Competence [online]. Tucson, Arizona.

Needs Assessment of Professors and Students as an Initial Phase of Designing a University STEM English Course. (with Madoka Kawano and Kentaro Fukuchi). (December 4, 2021). The 19th Asia TEFL International Conference [online]. Delhi, India.

Changes in International Posture of Japanese EFL Students From G5 Tp G12 (with Naoko Monoi). (November 13, 2021). JALT2021 (online). Shizuoka, Japan.

The Causes and Remedies for Marginalization and Underrepresentation in Global Virtual Exchange Initiatives (with Mirjam Hauck, Loye Sekihata Ashton, Müge Satar et al.) (October 28, 2021). 2021 International Virtual Exchange Conference. [online]

The Evolution of International Posture of Japanese EFL Students from Grade 7 through 12: A Longitudinal Study (with Naoko Monoi). (December 5, 2020). JAAL in JACET 2020 (online). Tokyo, Japan.

The Evolution of International Posture in Japanese ESL Students from Grade 10 through University 2nd Year: A Longitudinal Study. (January 27, 2020). LISD Annual Research Conference on Mathematics & Statistics (ARCMS) 2020), Oxford, UK.

The Evolution of International Posture in Japanese EFL Students from Grade 7 through Grade 9: A Longitudinal Study. (August 24, 2019). 2019 International Symposium on Applied Structural Equation Modeling and Methodological Matters (SASEM 2019), Malacca, Malaysia.

Affective Variables over Time in Twin Multinational Facebook Language Exchanges. (March 24, 2019). International Conference on Linguistics and Applied Language Studies (ICLALS 2019), Sydney, Australia.

The Language Use of Novice Communicators in the Academic Workplace: University Contexts in Japan. (February 8, 2019). VAKKI Symposium 2019: Workplace Communication 2), Vaasa, Finland.

Learner Perceptions of Active Learning: Some Issues of Poster Session Activities in ESP University Classes. (June 9, 2018). Third Psychology of Language Learning Conference, Tokyo (with Madoka Kawano, Reijirou Shibasaki, and Yuya Koga).

Validating the International Posture-Child Instrument with Grades 3 & 4. (June 10, 2018). Third Psychology of Language Learning Conference, Tokyo (with Naoko Monoi).

Enhancing Affective Variables and Intercultural Competence: Short- and Long-Term Effects of a Tandem Facebook Language Exchange (December 30, 2017). 5th International Conference on Sciences, Technology, and Social Sciences, Dubai, UAE.

Active Learning through Poster Sessions: Ongoing Development of a Presentation Course (August 30, 2017). JACET, Tokyo (with Madoka Kawano and Reijiro Shibasaki).

Poster Presentations: An Authentic, Effective Method of Enhancing Communication Skills of Academic English. (September, 2016). JACET, Sapporo, Hokkaido (with Madoka Kawano and Reijiro Shibasaki). [abstract] Abstract
In the world of academia, conferences play a vital role in providing venues for presentation of work and interaction with colleagues. A typical conference includes a plethora of oral presentations, symposia, and poster presentations, and language education has increasingly come to include activities to foster oral presentation skills of the students. Poster presentations, however, have received very little attention in curricula and research, yet when compared to a speech or an oral presentation, a poster presentation requires students to negotiate the poster design and to select carefully poster elements. Moreover, it promotes discussion among group members as well as improvised speech in their communication with session attendees. Thus, in this presentation a new course on poster presentations will be introduced and evaluated. Targeting third-year math students at a p rivate university in Tokyo, this required course aims to (a) enable students to plan, conduct, and review a poster presentation in English, (b) enhance their basic language skills and vocabulary in the areas of their academic nterests, and (c) promote collaborative learning among students. A total of 415 students in 14 classes participated. The course reflected as much as possible an authentic regimen of creating a poster: while working in groups, students first learned to read and write proposals (which were submitted and "vetted"), then planned and created a poster, wrote scripts, participated in the poster session, and finally critiqued their poster. A post-course survey revealed that the students found the course and the poster session challenging yet interesting and conducive to improvements in their English skills. Increased knowledge of their own academic area and of other departmental seminars was a further benefit. This presentation is expected to broaden participants' knowledge of a very authentic yet underutilized method of fostering improved presentation skills, academic vocabulary, and area-specific knowledge.

References


Achieving Authenticity in Writing Assessment: The Case for Keeping Assessment Local. (March, 2016). INTED, Valencia, Spain (with Katerina Petchko and Gavin O'Neill). [abstract] Abstract
The recent rethinking of second-language writing assessment has led to significant changes in how writing assessment is conceptualized, designed, and implemented. There is now a greater emphasis on the notion of authenticity in test development, the use of integrated writing-from-sources tasks, as well as the instructional effects of testing, or washback. Much of the work on writing assessment, however, has been limited to ESL settings, especially in the U.S. and Australia, and to undergraduate programs. Research is lacking on the issues of authenticity, washback, and the use of integrated tasks in multinational EFL assessment contexts, particularly in graduate programs. Yet, available scholarship in writing assessment (Condon, 2013; Horowitz , 1991; Kroll & Reid, 1994; Shay, 2005) highlights the importance of the local context?of knowing the people, standards, and curriculum practices involved in writing?in the development of writing tests that are capable of furnishing useful information about test-takers. In this presentation, we describe the work we have done to develop an in-house placement test of English academic writing for a multinational student body at a graduate school in Japan, an EFL context. The development process has spanned several years as the test evolved in three stages, from the use of a traditional, commercially available, prompt-based test assessing general-purpose writing skills to an in-house integrated reading-writing test focusing on test-takers? ability to analyze arguments, and, finally, to a locally designed, authentic, source-based assessment of disciplinary writing skills. The focus of this presentation will be on explaining the rationale behind the decisions we have made in the test development process, decisions that were motivated by three overarching considerations—considerations of test authenticity, the construct of academic writing, and washback. This presentation is expected to broaden participants? understanding of authentic writing assessment and the challenges involved in the development of authentic tests of academic writing.

References

Condon, W. (2013). Large-scale assessment, locally-developed measures, and automated scoring of essays: Fishing for red herrings? Assessing Writing, 18, 100-108.

Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 71-85). Norwood, NJ: Ablex.

Kroll, B., & Reid, J. (1994). Guidelines for designing writing prompts: Clarifications, caveats, and cautions. Journal of Second Language Writing, 3, 231?255.

Shay, S. (2005). The assessment of complex tasks: A double reading. Studies in Higher Education, 30(6), 663-679.

Developing Support Structures Targeting The Occluded Difficulties Faced by International Students. (March, 2016). INTED, Valencia, Spain (with Katerina Petchko and Gavin O'Neill). [abstract] Abstract
With an increasing number of students choosing to pursue undergraduate and graduate degrees in foreign universities, it has become increasingly important to diagnose the difficulties that these students face while studying in a foreign educational context. The purpose of this diagnosis is to aid in the design of support structures to ensure that students attempting to complete challenging courses with the additional burden of unfamiliarity with a foreign educational context achieve their own goals and meet the requirements of their host universities. There has been considerable research on profiling learners with language learning difficulties (Fox et al., 2014; Leki, 1995). Most of this research points to strong motivation and wise study strategies as key predictors of academic success. F urther, some research has looked at homogenous student bodies struggling to complete courses with English as the medium of instruction (EMI, Arden-Close, 1993; Flowerdew, 1993; Sert, 2008); however, ameliorative actions taken in such contexts have limited effectiveness for universities receiving students from various countries and educational backgrounds. The research detailed in this presentation provides valuable new insights for universities with international student bodies in that it analyses the occluded difficulties faced by highly motivated and experienced students from every corner of the globe studying in one university in Japan. The data for this study were gathered through semi-structured interviews conducted at the end of one year of study with students who were identified as likely to have difficulty with their studies at the beginning of their first term. The topics discussed in the presentation will include unfamiliarity with foreign writing genres (especially those concerning research-based writing), lecture comprehension issues, student coping strategies, and plagiarism. Attendees will benefit from an explanation of how to develop and implement structures to support a multi-cultural, international student body.

References

Arden-Close, C. (1993). Language problems in science lectures to non-native speakers. English for Specific Purposes, 12, 251-261.

Flowerdew, J. (1993). Content-based language instruction in tertiary settings. English for Specific Purposes, 12, 121-138.

Fox, J., Cheng, L., & Zumbo, B. D. (2014). Do they make a difference? The impact of English language programs on second language students in Canadian universities. TESOL Quarterly, 48(1), 57-85.

Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29, 235?260.

Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36(2), 156?171.

Graduate Writing in English at a Multi-Polar Institute in Japan: A Corpus Analysis (March, 2016). Malaga, Spain (with Katerina Petchko and Gavin O'Neill) [abstract] Abstract
In a world growing increasingly smaller, enrollment in many graduate institutes has come to include students of myriad educational backgrounds with a concomitant range of English proficiencies. To instruct such a student body, keen awareness of the students? writing proficiency and shortcomings is necessary to help them complete their respective programs, and corpus analysis provides one tool toward that end. This presentation will address two corpus analyses of writing produced by 1150 international students over a 10-year period at an English language-medium, multi-polar graduate institute in Japan. The primary corpus for this project is the seven-million-word Graduate Policy Studies Corpus of Written English created from the students? final policy papers, with smaller discipline-specific corpora culled from leading journals and general-use corpora also being utilized. In the first corpus analysis, lexical profiles were examined and the use of academic lexis (Coxhead, 2000) compared across the three types of corpora. The second analysis dealt with verb usage, hedging constructions (Crompton, 1997), and contracted forms (Baron, 2004), all of which are important for these particular graduate students to write effectively. The presentation will conclude with implications from these results and suggestions for further uses of locally-created corpora for for very heterogeneous student populations.
Baron, N. S. (2004). See you online: Gender issues in college student use of instant message. Journal of Language and Social Psychology, 23(4), 397-423. doi: 10.1177/0261927X04269585
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213-238. doi: 10.2307/3587951
Crompton, P. (1997). Hedging in academic writing: Some theoretical problems. English for Specific Purposes, 16(4), 271-287. doi:10.1016/S0889-4906(97)00007-0

Social Learning: Leveraging the Power of SNS in Language Learning. (December 5, 2015). Pan-Pacific Assocation of Applied Linguistics, Seoul, South Korea (with Kiyomi Fujii, Yuka Matsuhashi, Brent Wright, Yasuo Uotate, and Barron Orr). [abstract] Abstract
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Guiding Students Towards Autonomous Learning: From Blogs to Facebook. (June 6, 2015). JALT-CALL, Fukuoka, Japan (with Kiyomi Fujii, Yuka Matsuhashi, Brent Wright, Yasuo Uotate, and Barron Orr). [abstract] Abstract
Recent advances in technology have opened new avenues for language learning by making possible meaningful interaction between language learners who are in different countries. Studies have shown that online tools, such as SNS, facilitate communication and encourage language learning (Back 2014; Hirotani & Lyddon 2013; Sato & Fukai, 2001). These new technologies allow students to engage in out-of-class learning (Benson 2011). In our preliminary work using blogs language learners in two different countries were able to interact with each other outside of the classroom. This is an important step towards learners taking charge of their own learning, which is an important aspect of autonomous learning. Extending from our project using blogs, the authors conducted a series of assignments involving video and written exchanges between EFL and JFL learners at universities in Japan and the US using Facebook. In the video assignments, students introduced themselves, talked about their school's campus, and explained their favorite places and activities. The data is comprised of EFL learners' perceptions of the activities, which were gathered from reflection logs and interviews. In this presentation we will provide an overview of the two projects and report the results attained through the analysis of the data, paying special attention to the differences between student perceptions of the blog and Facebook activities and how these types of activities can be used to encourage autonomous learning. Furthermore, we will suggest pedagogical implications of the results and share some of the challenges encountered when doing a language exchange project.

Development and Validation of a Placement Test for a Multi-Polar Graduate Institute. (March 22, 2015). LTRC, Toronto (with Katerina Petchko). [abstract] Abstract
Abstract: In this session, we will present results of a project to develop a test of academic writing ability for a multi-national graduate school of policy studies. At the institute in question, the student body comprises an eclectic group, with each cohort including some 200 students from, on average, 60 countries in which English is spoken either as a second language or as a foreign language. Applicants must provide evidence of English proficiency, but that evidence is often spotty or of uncertain provenance and seldom includes evidence of writing ability. Unfortunately, in the course of their study at this institute, many students prove to be, at best, inadequately familiar with the conventions of academic writing, a situation which seriously compromises their prospects of completing their studies and producing an acceptable graduation paper. Given this background, we have constructed an academic writing test to measure the skill set deemed necessary to succeed in this community. The initial section of this presentation focuses on the development and validation of the test to date. In the conceptualization phase, we considered standardized tests of academic writing to assess students' ability, which often employ "general-purpose" writing tasks that elicit a description of personal opinions and/or experiences. However, we felt that the focus on how students write rather than what they write provided little insight into understanding students' "true" academic writing ability, which should be assessed using tasks more germane to academic writing. Such tasks would assess students' ability to understand academic assignments, evaluate the logic and validity of presented arguments, and respond by producing "text-responsible prose" (Leki & Carson, 1997, p. 58). Our dissatisfaction with existing tests resulted in the development of a pre-matriculation test in which examinees respond to two carefully selected, culturally sensitive prompts. The test was administered in three consecutive years to 408 students. Data were examined using multi-faceted Rasch measurement (MFRM) to elucidate the performance of the examinees, raters, and the rating rubric along the dimensions of (a) the extent to which the students were able to evaluate the presented arguments and produce text-responsible prose and (b) language and organization. In the validation phase, we assessed the predictive validity of the test by examining whether it predicted the students' academic performance as well as, or better than, the evidence of English proficiency the students had submitted to the institute at the time of application. With the goal of optimizing the diagnostic potential and the predictive validity of this test, we will outline lessons from earlier administrations of this test and examine salient points related to the test construction, scoring rubric, data analysis, and test validation. We hope that this discussion will engender further refinements of the test while providing guidance for test developers in similar situations with extremely heterogeneous student populations.

Looking at the Way Forward in the Authentic Assessment of Academic Writing. (March 20, 2015). AAAL 2015, Toronto (with Katerina Petchko). [abstract] Abstract
In an academic context, test authenticity refers to the extent to which a test measures the types of skills and abilities that are considered necessary for academic study in a particular context. From this perspective, authentic assessment can only be done locally, where the specific writing context?including the purpose, audience, and the range of tasks?is known. Over the past several years, we have been engaged in the development of an authentic test designed to measure the academic writing ability of international students at a graduate institute in Japan and have moved from the use of a commercial general-purpose writing test scored holistically to the development of a more specific, locally-designed test that elicits ?text-responsible prose? (Leki & Carson, 1997, p. 58), assesses what is valued in disciplinary writing, and focuses on multiple traits of writing that are important at the graduate level. The purpose of this roundtable discussion is to provide a structured forum for participants interested in writing assessment to advance their understanding of important issues in authentic assessment and to facilitate collaboration in the development of authentic tests of academic writing. Drawing on the work being done at our institute, we will initiate a discussion of six broad components of an authentic writing test: the purpose, the writer, the writing task, the scoring, the reader, and test validation. Participants will be encouraged to share ideas about, and experiences with, writing assessment and test development. The discussion is expected to broaden participants? understanding of authentic writing assessment and the challenges involved in the development of authentic tests of academic writing. Reference Leki, I., & Carson, J. (1997). ?Completely different words?: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31, 39-69.

Communicating Across Borders: Using Google Maps and Blogs for Language Learning. (November 24, 2014). JALT 2014, Tsukuba, Ibaraki, Japan (with Kiyomi Fujii, Yuka Matsuhashi, Yasuo Uotate, Brent Wright, and Barron Orr). [abstract] Abstract
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Context is Key: Using Maps and Blogs for Language Learning. (June, 2014). JALT CALL 2014, Nagoya, Japan (with Kiyomi Fujii, Yuka Matsuhashi, Yasuo Uotate, Brent Wright, and Barron Orr). [abstract] Abstract
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Testing the Academic Writing Ability of Incoming Master's Students at GRIPS. (February, 2013). First International Symposium on Academic Writing and Critical Thinking, Nagoya, Japan (with Katrena Petchko). [abstract] Abstract
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Peer Feedback on EFL Oral Presentations: A FACETS Analysis. (June, 2012). JALT CALL 2012, Kobe, Japan (with George MacLean and Shinichi Nagata). [abstract] Abstract
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Student Perceptions of University EFL Writing Feedback. (November, 2011). JALT 2011, Tokyo, Japan (with Jeroen Bode). [abstract] Abstract
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The Nuts and Bolts of Willingness to Use Technology (WUT). (May, 2009). JALT-CALL Conference, Kyoto, Japan. [abstract] Abstract
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Google Maps for Language Exchange. (February, 2010). 4th International Wireless Ready Symposium, Nagoya, Japan (with Kiyomi Fujii). [abstract] Abstract
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Classroom Feedback Systems and Mobile Students. (February, 2010). 4th International Wireless Ready Symposium, Nagoya, Japan (with George MacLean). [abstract] Abstract
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Student Perceptions of Mobile Phone Use in EFL Classrooms. (June, 2009). JALT-CALL Conference, Tokyo Japan (with George MacLean). [abstract] Abstract
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Student Perceptions of Technology in Japan and Cambodia. (February, 2009). 3rd International Wireless Ready Symposium, Nagoya, Japan (with George MacLean and Im Keun). [abstract] Abstract
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Classroom Response Systems: Opportunities and Considerations. (March, 2008). 2nd International Wireless Ready Symposium, Nagoya, Japan (with George MacLean).  [abstract] Abstract
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Looking Back: Secondary English Education. (November, 2007). JALT 2007, Tokyo, Japan. (with Joseph Falout, Michael Hood, and Tim Murphey).  [abstract] Abstract
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Learner Perceptions of EFL Classroom Technology. (November, 2007). GloCall 2007, Hanoi and Ho Chi Minh, Vietnam (with George MacLean). [abstract] Abstract
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Clicker Use in MFL Classrooms. (November, 2007). GloCall2007 Conference, Hanoi and Ho Chi Minh, Vietnam (with George MacLean). [abstract] Abstract
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Japanese University Students' Attitudes toward Task-Based Language Teaching. (September, 2007). The Second Task-Based Language Teaching Conference. Honolulu, Hawaii, USA (with Michael Hood and Joseph Falout).  [abstract] Abstract
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Modeling EFL Learner Demotivation. (March, 2007). TESOL 2007 Convention. Seattle, Washington, USA (with Michael Hood and Joseph Falout).  [abstract] Abstract
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Japanese University Students' Attitudes toward Communicative Language Teaching. (March, 2007). TESOL 2007 Convention. Seattle, Washington, USA (with Michael Hood and Joseph Falout).  [abstract] Abstract
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Cross-sectional Analysis of Demotivational Factors (January, 2007). The 27th International Thailand TESOL Conference and 10th Pan-Asian Consortium International Conference 2007, Bangkok, Thailand (with Michael Hood and Joseph Falout).

The Spiral of Demotivation. (November, 2006). JALT 2006, Fukuoka, Japan (with Michael Hood and Joseph Falout).

Communicative Language Teaching: Perceptions of Japanese University Students. (November, 2006). JALT 2006, Fukuoka, Japan (with Michael Hood and Joseph Falout).

Learners' Perceptions of Communicative Language Teaching Methods at Japanese Colleges (February, 2006). 2006 Temple University Japan Applied Linguistics Colloquium, Osaka, Japan (with Michael Hood and Joseph Falout).

Culture and Affect in Vaulting the Rubicon: Stories of Becoming Highly Proficient in English (October, 2005). JALT, Shizuoka, Japan.

Vocabulary Selection in Restricted and Non-Restricted Contexts: A Pilot Study. (February, 2004). 2004 Temple University Japan Applied Linguistics Colloquium, Tokyo, Japan.

E-mail Exchange in an Asian Context. (July, 2003). Korean Association of Foreign Language Educators, Seoul, Korea. (with Sakae Suzuki)

 Unpublished Manuscripts 

Monoi, N., & Elwood, J. A. (under review). The predictive power and position of extroversion in an L2 WTC model. [abstract] Abstract: Under the aegis of second language acquisition, the concept of willingness to communicate in a second language (L2 WTC) has been the focus of considerable research over several decades. Among the various components that influence L2 WTC, personality has been considered a key variable which influences the degree of L2 Willingness to Communicate (WTC), yet a striking pattern to emerge from past studies is that personality is rarely included in the search for predictors of WTC. This is relatively surprising considering that MacIntyre et al.'s (1998) pyramid model includes individual context (i.e., personality) at the base of the WTC pyramid. In the current study, extroversion was chosen as one of the personality traits. The present study identified the predictors of L2 WTC of 1,640 10- to 12-year-old Japanese elementary school students who study English in Japan. Multiple regression analyses revealed that the strongest predictor of L2 WTC was international posture, while L2 motivation, L2 perceived competence, and extroversion played lesser but still significant roles. In addition, this study investigates the role of personality in a model of elementary school students' L2 WTC in English in a classroom context. It examines the potential connections among six learner-internal variables: three communication-related variables (L2 WTC, L2 perceived competence, and L2 motivation), two affective variables (international posture and L2 communication anxiety), and one personality trait (extroversion). Using structural equation modeling, the findings revealed one significant path from extroversion were directed to international posture and indirectly connected to L2 WTC. This study demonstrates that the Japanese elementary school students' extroversion contributes to L2 WTC. Keywords: willingness to communicate; extroversion, L2 perceived competence; L2 communication anxiety; L2 motivation; international posture; young EFL learners

Elwood, J. A., & Monoi, N. (forthcoming). The evolution of International Posture in Japanese EFL students from grade 7 through university 2: A longitudinal study.

Elwood, J. A., MacLean, G. R., & Nagata, S. (forthcoming). The roles of friendship and mode of evaluation in peer evaluation of EFL oral presentations: A FACETS analysis. [abstract] Abstract
The increased use of technology in educational contexts has brought myriad possibilities and concomitant challenges. In this paper, some of the various facets that play roles in evaluation of oral presentations in EFL classrooms in Japan are examined using many-faceted Rasch measurement (MFRM; Rasch, 1960). In addition to the traditional facets of presenter ability, rater severity, and the scoring rubric, the roles of friendship between peer raters and the mode of evaluation were examined. The three rater groups (peers, graduate students, and teachers), were found to have different yet quite consistent levels of strictness. Friendship and the mode of evaluation both played limited yet statistically significant roles. Strictness generally increased with a decrease in the level of friendship, but casual acquaintances were rated more strictly than complete strangers. In addition, more interactions occurred when the two parties had a low level of friendship. For mode of evaluation, although the impact of different modes was statistically significant, the minimal degree suggests that technology and traditional modes for evaluation are essentially interchangeable. For the rating domains, however, the proportion of significant interactions was substantially higher, with the graduate students in particular exhibiting a large number of idiosyncratic usages. All three rater groups yielded different interactions patterns, suggesting that further training would be prudent. The manuscript concludes with suggestions for further research.

Elwood, J. A. (2011). Enriching structural models of L2 willingness to communicate: The role of personality, ego permeability, and perceived distance. [Unpublished dissertation]. Temple University, Tokyo. (download)

 Grants 

Poster Presentations (2020-2022). Japan Society for the Promotion of Science. (with Madoka Kawano and Kentaro Fukuchi)

Academic Job Satisfaction (2020-2021). Sumitomo Foundation. JY1,000,000 (with Majid Ghasmey)

International Posture (2019-2022). Japan Society for the Promotion of Science. (with Naoko Monoi)

Flipped Learning (2018-2020). Japan Society for the Promotion of Science. (with Yumiko Abe and Michael Hood)

International Posture (2015-2018). Japan Society for the Promotion of Science. (with Naoko Monoi)

Social Media in Foreign Language Education (2013-2016). Japan Society for the Promotion of Science. (with Kiyomi Fujii, Yasuo Uotate, Brent Wright, Yuka Matsuhashi, and Barron J. Orr)

Use of Clickers in EFL Education (2009-2012). Japan Society for the Promotion of Science. (with George R. MacLean)

Date last updated: February 13, 2023

URL: http://www.jimelwood.net/research/research.html

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