Updated on 2024/10/07

写真b

 
DAVIES, Huw
 
*Items subject to periodic update by Rikkyo University (The rest are reprinted from information registered on researchmap.)
Affiliation*
Center for Foreign Language Education and Research
Title*
Adjunct Lecturer
Research Interests
  • Qualitative Research

  • Grounded Theory

  • Sociology

  • Learner Autonomy

  • Campus Career*
    • 4 2023 - Present 
      Center for Foreign Language Education and Research   Adjunct Lecturer
     

    Research Areas

    • Humanities & Social Sciences / Library and information science, humanistic and social informatics  / Using MOOCs for language education

    • Humanities & Social Sciences / Foreign language education  / Language learning strategies

    • Humanities & Social Sciences / Linguistics  / Learner autonomy

    • Humanities & Social Sciences / Sociology of education  / International student migration

    Research History

    • 4 2023 - Present 
      Rikkyo University   Center for Foreign Language Education and Research, Preparatory Office

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    • 4 2022 - 3 2023 
      Showa Women's University   Faculty of International Humanities Department of English Language and Communication   Lecturer

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    • 4 2022 - 3 2023 
      The University of Electro-Communications   School of Informatics and Engineering   Lecturer

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    • 4 2016 - 3 2022 
      Kanda University of International Studies   RILAE/SALC   Learning Advisor   Senior Lecturer

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      Country:Japan

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    • 4 2015 - 3 2016 
      Komazawa University   Global Media   Adjunct Lecturer

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      Country:Japan

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    • 6 2008 - 3 2016 
      Shane Corporation

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      Country:Japan

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    • 1 2007 - 12 2007 
      Te Wananga o Aotearoa   Dynaspeak   ESOL Tutor

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      Country:New Zealand

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    Education

    • - 2022 
      Lancaster University   Educational Research & Social Justice   MRes

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      Country: United Kingdom

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    • 2015 - 2015 
      The Open University   PGCert Online and Distance Education

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    • 2012 - 2014 
      The Open University   MEd Applied Linguistics

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    • 2010 - 2012 
      Trinity College London   LCTL Diploma TESOL

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    • 2001 - 2004 
      University of Liverpool   BA English Language & Literature

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    Committee Memberships

    • 12 2023 - Present 
      The Learner Development Journal   Journal Steering Group

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      Committee type:Academic society

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    • 2011 - Present 
      JALT   Learner Development SIG

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      Committee type:Academic society

      Treasurer of the LDSIG.

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    • 4 2017 - 3 2022 
      Research Institute for Learner Autonomy Education

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      Committee type:Academic society

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    Papers

    • Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era Peer-reviewed

      Jo Mynard, Dominique Vola Ambinintsoa Razafindratsimba, Phillip A. Bennett, Eduardo Castro, Neil Curry, Huw Davies, Yuri Imamura, Satoko Kato, Scott J. Shelton-Strong, Robert Stevenson, Haruka Ubukata, Satoko Watkins, Isra Wongsarnpigoon, Amelia Yarwood

      Studies in Self-Access Learning Journal13 ( 1 ) 31 - 59   29 3 2022

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      Language:English   Publishing type:Research paper (scientific journal)   Publisher:Kanda University of International Studies  

      This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and re-examined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.

      File: mynard-et-al.pdf

      DOI: 10.37237/130103

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    • Imagining Fair Language Policies

      Huw Davies

          24 12 2021

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      Language:English   Publisher:The Learner Development Journal  

      Linguistic disadvantage is a global phenomenon produced by policies which connect languages to nation states. Japan is commonly (and erroneously) seen as a monolingual country, and native-speaker models are endorsed there for learning other languages. In this practice-related review, I contend that a shift to a multilingual perspective can create more harmonious learning spaces, and better achieve the Japanese government’s aims and objectives for education. Using Linguistic Diversity and Social Justice to provide a global perspective on language issues, I explore themes such as language discrimination faced by migrants, and how schools tend to promote monolingual attitudes despite stated commitments to multilingualism. I then refocus these themes and apply them to my situation as a university educator and as a parent. I visualise what ideal multilingual education policies might look like. I argue that a greater focus on fostering participation by all students regardless of proficiency, and greater incorporation of minority cultures and languages into the syllabus would be beneficial. Future scholarly inquiry should examine the objectives of education systems in order to push for language policies that are inclusive.

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    • Imagining Fair Language Policies: A Practice-Related Review of Piller’s Linguistic Diversity and Social Justice Peer-reviewed

      Huw Davies

      The Learner Development Journal5   136 - 146   12 2021

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      Language:English  

      File: ldj-1-5-10-12.26-web.pdf

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    • How self-access centre staff conceptualise learner autonomy: An analysis of survey data

      Huw Davies

      The Journal of Kanda University of International Studies33   167 - 189   3 2021

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      Authorship:Lead author   Language:English   Publishing type:Research paper (bulletin of university, research institution)  

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    • A Self-Access Center’s Response to COVID-19: Maintaining Stability, Connectivity, Well-being, and Development During a Time of Great Change Peer-reviewed

      Huw Davies, Isra Wongsarnpigoon, Satoko Watkins, Dominique Vola Ambinintsoa, Rumi Terao, Rob Stevenson, Yuri Imamura, Curtis Edlin, Phillip A. Bennett

      Studies in Self-Access Learning Journal11 ( 3 ) 135 - 147   1 9 2020

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      Authorship:Lead author   Language:English   Publishing type:Research paper (scientific journal)   Publisher:Kanda University of International Studies  

      In 2020, the COVID-19 pandemic created disruption in many of the institutions we regularly rely on, including universities. While disruption may often bring with it a myriad of possible pitfalls, it affords potential opportunities for change and development by reflecting on and modifying practices. In this article, a group of learning advisors and administrators from a self-access center at an international university in Japan reflect on the ruptures we experienced as a result of changes due to unexpectedly working remotely and our attempts to find stability, the pitfalls we sought to avoid, and the opportunities that we found amidst the disruption. Specifically, we illustrate our experiences related to student-led learning communities, self-access curricula, and learning advising, considering the effect on students and advisors alike. We advocate that self-access practitioners actively promote the use of language, encourage the development of communities of learners who focus on their interests, offer full online services even when the center is open, and use the same effective practices whether supporting learners online or offline. Our intention is that this article will help others to support stability, connectivity, and positive development in their own contexts.

      File: 4.-davies-et-al.pdf

      DOI: 10.37237/110304

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    • On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University Peer-reviewed

      Huw Davies

      Relay Journal2 ( 2 ) 271 - 291   1 9 2019

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      Publishing type:Research paper (scientific journal)   Publisher:Kanda University of International Studies  

      This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

      File: 3.RJ 2(2) On Advisor Education.pdf

      DOI: 10.37237/relay/020203

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    • Shifting Roles in Continuous Advising Sessions Peer-reviewed

      Huw Davies, Robert Stevenson, Isra Wongsarnpigoon

      Relay Journal2 ( 1 ) 69 - 72   1 1 2019

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      Language:English   Publishing type:Research paper (scientific journal)   Publisher:Kanda University of International Studies  

      DOI: 10.37237/relay020110

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    • How can I be myself?: The life story of a language learner from Korea Invited Peer-reviewed

      Yoshio Nakai with, Yukari Rutson-Griffiths, Huw Davies

      Learning Learning24 ( 2 ) 1 - 9   6 2017

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      Language:English   Publishing type:Research paper (scientific journal)  

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    • Pursuing autonomy through dialogue Peer-reviewed International journal

      Huw Davies

      LLT Journal19 ( 2 ) 89 - 95   10 2016

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      Language:English   Publishing type:Research paper (scientific journal)  

      DOI: 10.24071/llt.2016.190203

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    • Book review: Social dimensions of autonomy in language learning. Garold Murray (Ed.) Peer-reviewed

      Huw Davies

      JALT Journal38 ( 1 ) 51 - 53   5 2016

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      Language:English   Publisher:Japan Association for Language Teaching  

      File: JALT Journal 38.1 Review.pdf

      CiNii Article

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    • Promoting self-reflection and strategy use with the strategy tree Peer-reviewed

      Huw Davies

      Learning Learning22 ( 2 ) 50 - 59   10 2015

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      Language:English  

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    • “Now Maybe I Feel Like Trying”: Engaging Learners Using a Visual Tool Peer-reviewed

      Huw Davies

      SiSAL Journal5 ( 3 ) 277 - 293   9 2014

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      Language:English   Publishing type:Research paper (scientific journal)  

      DOI: 10.37237/050307

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    Misc.

    • Introduction

      Huw Davies, Jo Mynard

      Studies in Self-Access Learning Journal12 ( 4 ) 317 - 318   24 12 2021

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      Language:English   Publisher:Kanda University of International Studies  

      We hope you enjoy the three articles and two reviews in this issue. We were inspired by the innovative research approaches, for example, visual narratives (Howard et al.; Kashiwa), in-depth interviews (Kashiwa; Lavolette & Claflin), and learning space analysis using typologies (Lavolette & Claflin). The authors also highlight the important roles of peers in the learning process (Waluyo & Panmei; Howard et al.; Kashiwa).

      File: introduction-1.pdf

      DOI: 10.37237/120401

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    • Editorial

      Huw Davies

      Relay Journal3 ( 2 ) 146 - 149   1 9 2020

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      Language:English   Publisher:Kanda University of International Studies  

      We pleased to announce the publication of Volume 3, Issue 2 of the Relay Journal. In this issue, we are proud to introduce articles written by authors throughout the spectrum of the educational field such as language teachers, language learners, directors of self-access centres, learning advisors, and more. We also encourage you to not only read the articles published in the Relay Journal but participate in the wider discussion of learner and teacher autonomy by sharing your thoughts in the comments section below the papers you read. Please view the Relay Journal as a dynamic space where you can engage with the authors and other readers.

      DOI: 10.37237/relay/030201

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    • Introduction to the Column: Exploring Individual Differences Through Case Studies Invited

      Huw Davies

      Relay Journal2 ( 1 ) 102 - 103   1 1 2019

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      Language:English   Publisher:Kanda University of International Studies  

      DOI: 10.37237/relay/020114

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    Books and Other Publications

    Presentations

    • Shaping self-awareness, introspection and resilience: Why language learners need training in reflective writing

      Huw Davies, Amelia Yarwood

      The Asian Conference on Language (ACL2022), Tokyo  26 3 2022 

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      Event date: 25 3 2022 - 27 3 2022

      Language:English   Presentation type:Oral presentation (general)  

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    • Fostering sustainable reflective writing: Developing pedagogical materials for self-directed learning

      Huw Davies, Amelia Yarwood

      HKERA-APERA International Conference 2021, The Chinese University of Hong Kong (Online)  10 12 2021 

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      Event date: 9 12 2021 - 11 12 2021

      Language:English   Presentation type:Oral presentation (general)  

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    • The Importance of Journaling in Self-Access Learning: Encouraging a Learner's Transformative and Critical Reflections

      Huw Davies, Yuta Homma

      Landmarks in SALC Contexts. Thinking Back, Moving Forward.  25 6 2021 

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      Language:English   Presentation type:Oral presentation (general)  

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    • An Evaluation of an Advisor Professional Development Programme Invited

      Huw Davies

      Teacher/Advisor Education for Learner Autonomy, Kanda University of International Studies, Chiba  28 6 2019 

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      Language:English   Presentation type:Oral presentation (general)  

      Implications that may be informative for other teacher and advisor education settings is that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students. Results suggest that initial training benefits from being delivered in a variety of ways, but that future implementation decisions are needed for the mentoring element of the programme, and a shared advising philosophy needs discussion.

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    • Using MOOCs in class to meet students' needs and expectations International conference

      Huw Davies, Robert Stevenson

      6th Annual Conference on Global Higher Education, Lakeland University, Tokyo  8 6 2019 

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      Language:English   Presentation type:Poster presentation  

      University graduates require autonomous learning skills and cross-cultural communication experience in order to navigate the changing landscape of the twenty-first century workplace. Additionally, students desire content that is personally relevant to their interests and their future. In this poster session, the presenters introduce an English elective course they currently teach, in which students study independently on a massive open online course (MOOC) and keep a reflective journal focused on their learning development and the strategies they use. Studying on a MOOC allows students to access content from other universities around the world, learn about a topic that interests them, and interact with other learners and teachers. The journal allows students to track their own progress and analyze their learning habits, and is the catalyst for small-group peer discussion in class. The students are not graded on their performance in their chosen MOOC, but on the completion of their journal and their participation in peer discussions. However, many students do choose to complete their courses and do further online study. The presenters argue that embedding MOOC study in the curriculum is a way to make university classes more relevant and to meet students’ needs and motivations, and that this approach is widely applicable beyond the field of language education in which they work.

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    • Inclusiveness for non-Japanese learners of English International conference

      Huw Davies

      JALT2018: Diversity and Inclusion 44th Annual International Conference on Language Teaching and Learning, Shizuoka  25 11 2018 

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      Language:English   Presentation type:Symposium, workshop panel (public)  

      Student bodies at universities in Japan are becoming increasingly cosmopolitan and diverse, but I argue that more needs to be done to make university life more welcoming for students from overseas. With a declining birth rate, Japan’s higher education sector has had a decreasing intake of local high school graduates year on year. One option to make up for this shortfall is to recruit students from neighbouring countries, and presently the majority of student visa holders come from China (Coates, 2015), but the extent to which these students are included is disputable.
      In this presentation, I explore the identity development of students from China who major in English at a university in Japan and postulate on how their inclusion might be maximised. I draw upon Bourdieu’s notion of divided habitus and Bhabha’s concept of third space to investigate how these students fit into the wider analysis of people negotiating their identity outside the community they grew up in.
      Looking forward, I advocate a shift in attitude from language educators to ensure that non-traditional students such as those from China are valued and seen to enrich the English learning environment they find themselves in. I also discuss the future of this work in progress and, through discussion with other participants and audience members, plan to detail the next stage of this research project.

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    • Student migration and TEFL: Chinese learners of English at university in Japan International conference

      Huw Davies

      Asia TEFL 2018, University of Macau, Macao SAR PRC  29 6 2018 

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      Language:English   Presentation type:Oral presentation (general)  

      I argue that the needs of these students, and the knowledge they bring, are not always valued in English-learning settings at their universities. I recommend that steps need to be taken to ensure students migrating within Asia are seen as being in a position of strength, with a global outlook that can enrich the local environment.

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    • Responding to non-participation with a language policy International conference

      Huw Davies

      CamTESOL-UECA Regional ELT Research Symposium, Phnom Penh, Cambodia  9 2 2018 

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      Language:English   Presentation type:Oral presentation (general)  

      This paper uses Nancy Fraser framework of participatory parity to explore issues surrounding non-adherence to language policy in a self-access learning centre (SALC) at a university in Japan, in order to ensure any policy reshape is just, and meets the needs of “all subjected”. The SALC has been part of campus life for a number of years and was an English-only space until being moved to a new building recently. The rationale behind this move was to create a more inclusive space that would be welcoming for students majoring in subjects other than English. Following student and staff focus groups and student surveys, a policy was formulated whereby the first floor of the new building is multilingual and the second floor an English space. However, since the new centre opened, while visitor numbers have increased significantly, participation in terms of compliance with this policy has been limited. In spite of this, I contend that rigidly enforcing an English-only policy is inappropriate because, as Fraser has suggested, obtaining justice means ensuring everyone the opportunity to participate as peers; language policy is a political, rather than a technical matter. I discuss results of surveys that asked students their needs from the SALC pre- and post-move and usage data from the two buildings, and juxtapose these against participatory parity theory, to determine the previously misunderstood connections between language policy and equity. The implication is that interaction between students in the SALC as equals is of greater importance than reforming and reinforcing language policy.

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    • Revisiting Rebecca Oxford’s Teaching and Researching Language Learning Strategies International conference

      Huw Davies

      Evaluating Autonomous Language Learning, Kanda University of International Studies, Chiba  16 11 2017 

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      Language:English   Presentation type:Symposium, workshop panel (public)  

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    • Participatory parity as a lens for reviewing language policy in a Japanese university self-access center International conference

      Huw Davies

      Asian Symposium on Education, Equity and Social Justice, Hiroshima  2 9 2017 

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      Language:English   Presentation type:Oral presentation (general)  

      This presentation uses Nancy Fraser’s framework of participatory parity to explore issues surrounding non-adherence to language policy in a self-access learning center (SALC) at a university in Japan, in order to ensure any policy reshape meets the needs of students, the university and wider society. The SALC has been an established part of campus life for a number of years and was an English-only space until being moved to a new building this year. The rationale behind this move was to create a more inclusive space that would be welcoming for students majoring in subjects other than English. Following student and staff focus groups and student surveys, a policy was formulated whereby the first floor of the new building is multilingual and the second floor an English space. However, since the new center opened, participation in terms of compliance with this policy has been limited, while the number of students in the SALC has increased significantly. Fraser has suggested that obtaining justice means allowing everyone to participate as peers, so I contend that rigidly enforcing an English-only policy is inappropriate. I discuss results of surveys that asked students their needs from the SALC pre- and post-move, usage data from the two buildings and observations on how learners use the space, and juxtapose these against participatory parity theory, to determine the previously misunderstood connections between language policy and equity. The implications are that if adopting a policy is worthwhile, development of the policy in educational settings should be democratic and dialogic.

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    • Rising to the challenge: Bridging the gap between a tour and a cooperative learning experience International conference

      Robert Stevenson, Huw Davies

      Creating Community Learning Together 3, Tokyo  18 12 2016 

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      Language:English   Presentation type:Poster presentation  

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    • Evaluating freshman orientation to a SAC International conference

      Huw Davies, Robert Stevenson

      JASAL 2016, Kobe  10 12 2016 

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      Language:English   Presentation type:Poster presentation  

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    • Pursuing autonomy through dialogue International conference

      Huw Davies

      LLTC, Yogyakarta, Indonesia  21 10 2016 

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      Language:English   Presentation type:Oral presentation (general)  

      In a self-access centre at a university in Japan, language learners create and implement individual learning plans. This presentation will show how reflective dialogue (Kato & Mynard, 2016) is used to encourage these learners to pursue their language goals and become increasingly less reliant on direction from the teacher.
      Firstly I will clarify what I mean by autonomy and briefly introduce the setting, giving an overview of the self-access centre and outlining the ways learners use it. Next, I will show some examples of learners at different stages on their journey to autonomy. Finally, I will explain why guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning.

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    • How can analytics inform the way we learn?

      Huw Davies

      Creating Community Learning Together 2, Tokyo  13 12 2015 

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      Language:English   Presentation type:Poster presentation  

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    • Silent community: High engagement with little active participation

      Huw Davies

      Creating Community Learning Together, Tokyo  14 12 2014 

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      Language:English   Presentation type:Poster presentation  

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    • Learner Development Across Borders

      Hurrell et al

      JALT 2014 Conversations Across Borders: 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba  23 11 2014 

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      Event date: 21 11 2014 - 25 11 2014

      Language:English   Presentation type:Symposium, workshop panel (public)  

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    • Using podcasting to encourage creative L2 production

      Huw Davies

      JALTCALL 2014: New Horizons in CALL, Nagoya  8 6 2014 

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      Language:English   Presentation type:Oral presentation (general)  

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    • 英語学習者のストラテジー・ツリー

      Mayumi Abe, Huw Davies, Satomi Yoshimuta

      映画英語教育学会(ATEM)東日本支部春季例会プログラム  9 3 2014 

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      Language:Japanese   Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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    • Learning advice to foster self-regulation

      Huw Davies, Mayumi Abe, Satomi Yoshimuta

      LD20—Exploring Learner Development: Practices, Pedagogies, Puzzles and Research  24 11 2013 

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      Language:English   Presentation type:Poster presentation  

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    • Transitions in the Lives of Learners and Teachers

      Hurrell et al

      JALT 2013 Learning is a Lifelong Voyage: 39th Annual International Conference, Kobe, Japan  27 10 2013 

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      Event date: 25 10 2013 - 28 10 2013

      Language:English   Presentation type:Symposium, workshop panel (public)  

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    Teaching Experience

    • 9 2024 - Present 
      CLIL Seminars: Intercultural Communication ( Rikkyo University )

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      Level:Undergraduate (liberal arts)  Country:Japan

      This course is designed to deepen understanding of, and foster interest in, aspects of cross-cultural communication. Students will analyse and compare their own styles of communication to systems of communication used globally and locally. Students will apply knowledge in the field of intercultural communication and make connections to their own experiences by proposing their ideas in discussions, presentations and an essay. Students are expected to examine relevant theories used in business and linguistics cooperatively through in-class activities. The three projects and final assignment will allow students to inspect and question communication practices, discover more about their own and other cultures, and develop their own strategies to be an effective communicator within and across cultures.

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    • 4 2024 - Present 
      Multimodal Communication in English ( Rikkyo University )

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      Level:Undergraduate (liberal arts)  Country:Japan

      This course is designed to deepen an understanding of the nature of communication through analyzing a variety of communication modes (i.e., written, spoken, and visual) present in different platforms (i.e., media), including but not limited to printed and audio materials, letters, emails, video clips, movies, SNS, and/or other digital materials. Students are expected to learn relevant communication theories to initiate individual and group-based projects to search, find, and analyze materials of their choice and to present how the materials are structured to communicate a possible meaning. As a culminating activity, students will develop a material on a digital platform to communicate a message.

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    • 9 2023 - Present 
      English Reading & Writing II ( Rikkyo University )

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    • 9 2023 - Present 
      English Presentation ( Rikkyo University )

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    • 9 2023 - Present 
      English Debate ( Rikkyo University )

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    • 4 2023 - Present 
      English Reading & Writing I ( Rikkyo University )

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    • 4 2023 - Present 
      English Discussion ( Rikkyo University )

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    • 9 2023 - 3 2024 
      TOEIC I (reading) ( Rikkyo University )

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      Level:Undergraduate (liberal arts)  Country:Japan

      A fourteen-week course designed to develop the skills and knowledge students require to the level of TOEIC 600 equivalent in the reading section.

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    • 9 2023 - 3 2024 
      TOEIC I (listening) ( Rikkyo University )

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      Level:Undergraduate (liberal arts)  Country:Japan

      A fourteen-week course designed to develop the skills and knowledge students require to the level of TOEIC 600 equivalent in the listening section.

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    • 4 2023 - 8 2023 
      English Communication I ( Rikkyo University )

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      Level:Undergraduate (liberal arts)  Country:Japan

      An elective course open to majors of all departments to develop their English communication skills. During the course we focused on three topics: news/current affairs, the impacts of technology, and global cultures. Students were assessed using a rubric based on IELTS speaking on group discussions on topics they had individually researched.

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    • 9 2022 - 3 2023 
      English Commuication ( Japan Women's University )

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    • 9 2022 - 3 2023 
      Active English ( Japan Women's University )

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    • 9 2022 - 3 2023 
      Tutorial English III ( Wayo Women's University )

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    • 4 2022 - 3 2023 
      Academic Spoken English II ( The University of Electro-Communications )

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    • 4 2022 - 3 2023 
      Academic English for the 2nd Year II ( The University of Electro-Communications )

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    • 4 2022 - 3 2023 
      Academic English for the 2nd Year I ( The University of Electro-Communications )

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    • 4 2022 - 3 2023 
      Academic Speaking and Listening ⅠI ( Showa Women's University )

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    • 4 2022 - 3 2023 
      Writing across the World ( Showa Women's University )

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    • 4 2022 - 3 2023 
      Reading across the World ( Showa Women's University )

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    • 4 2022 - 3 2023 
      Academic Speaking and Listening Ⅰ ( Showa Women's University )

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    • 9 2016 - 3 2022 
      Effective Learning Module 2 ( Kanda University of International Studies )

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    • 4 2016 - 3 2022 
      Effective Learning Module 1 ( Kanda University of International Studies )

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    • 4 2021 - 8 2021 
      Effective Language Learning Course 1 ( Kanda University of International Studies )

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    • 4 2019 - 8 2019 
      English for Multicultural Communication: Experience Online Learning in English ( Kanda University of International Studies )

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    • 9 2018 - 3 2019 
      Effective Language Learning Course 1 ( Kanda University of International Studies )

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    • 4 2018 - 3 2019 
      English for International Communication III: English for Borderless Online Learning ( Kanda University of International Studies )

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    • 9 2017 - 3 2018 
      Effective Language Learning Course 2 ( Kanda University of International Studies )

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    • 4 2017 - 3 2018 
      Eigo Sogo: Study Abroad in Japan ( Kanda University of International Studies )

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    • 4 2016 - 1 2017 
      Effective Language Learning Course 1 ( Kanda University of International Studies )

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    • 4 2015 - 3 2016 
      Oral Communication II ( Komazawa University )

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    Professional Memberships

    • 4 2020 
      JACET

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    •  
      Japan Association of Self-Access Learning (JASAL)

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      THE JAPAN ASSOCIATION FOR LANGUAGE TEACHING

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    •  
      International Sociological Association

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    Academic Activities

    • Column Editor

      Review, evaluation, Peer review

      Relay Journal  1 2018 - 3 2022

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      Type:Peer review 

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    • Co-editor

      Review, evaluation, Peer review

      Studies in Self-Access Learning Journal  12 2021

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      Type:Peer review 

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    • Co-editor

      Review, evaluation, Peer review

      Relay Journal  9 2020

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      Type:Peer review 

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    • Reviewer

      Peer review

      Literacies and Language Education Journal  2018 - 2019

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      Type:Peer review 

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    Social Contribution

    • A history of Wales: Castles, industry, and sport

      Panelist, Lecturer, Planner

      Llywodraeth Cymru / Welsh Government  Join a trip to Wales: A country of wonder  5 1 2021 - 8 1 2021

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      Type:Seminar, workshop

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    • New Zealand

      Lecturer

      Wayo Women's University  Travelling abroad online  1 9 2020

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      Type:Visiting lecture

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    • Global Summer Seminar 2019

      Lecturer

      The Consortium of Foreign Studies in Japan  1 7 2019 - 27 8 2019

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      Type:Seminar, workshop

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    • Rugby / Building a Conversation in English

      Lecturer

      Tokushima Prefectural Board of Education  AWA Special Experience Supporter  13 7 2019

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      Audience: High school students

      Type:Visiting lecture

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    • The history, laws and countries of rugby

      Appearance, Lecturer, Contribution

      The Consortium of Foreign Studies in Japan  2019 Rugby World Cup International Friendship Seminar  1 8 2018 - 14 12 2018

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      Type:Seminar, workshop

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