Updated on 2024/01/16

写真b

 
MOK, Jeffrey
 
*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*
Specially Appointed Associate Professor
Campus Career*
  • 4 2021 - Present 
    Center for Foreign Language Education and Research   Specially Appointed Associate Professor
 

Papers

  • Towards Rhetorical Genre Studies Some Conceptual Implications and Practical Considerations in Teaching Writing

    Jeffrey Mok

      3   61 - 75   8 12 2022

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    Language:English  

    DOI: 10.14992/00022419

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  • Ontological and Pedagogical Re-consideration of CLIL : Thoughts on Concept, Course Design, and Assessment

    Jeffrey Mok

      2   52 - 67   1 12 2021

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  • Improving the ability of qualitative assessments to discriminate student achievement levels

    Jeffrey Chi Hoe Mok, Anita Ann Lee Toh

    JOURNAL OF INTERNATIONAL EDUCATION IN BUSINESS8 ( 1 ) 49 - 58   2015

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:EMERALD GROUP PUBLISHING LTD  

    Purpose - This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students' varied levels of knowledge and skill mastery in a business communication skills course.Design/methodology/approach - The business communication course in this study involved more than 10 teachers and 350 students each semester. Data were collected from four semesters of assignment grades to compare the distribution of grades in semesters that used blind marking and in the one that did not (the control group). The standard deviations of marks for each assignment were calculated and compared.Findings - Findings show that blind marking contributed to a wider spread of marks. The study concludes that blind marking, when implemented together with criterion-referenced marking rubrics, can improve the ability of qualitative assessments to discriminate student achievement levels.Originality/value - Research in the use of criterion-referenced marking rubrics has revealed that assessing with marking rubrics resulted in a wider range of marks awarded because assessors felt that the rubrics helped them make more objective judgments of students' work (Kuisma, 1999). By this token, it could be argued that because blind marking allows more objective judgment of students' work (by reducing rater bias), it seems to reason that marks might be awarded on a wider range of the marking scale. However, current literature on blind marking and grade/mark dispersion has yet to reveal a study on whether blind marking is able to increase the spread of marks, and therefore, indicate that an assessment instrument is effective is discriminating a range of student achievement levels. This paper should add to the current research on higher quality of educational assessments.

    DOI: 10.1108/JIEB-12-2013-0048

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  • Globalization: immigrants & multilingual education: グローバリゼーション--移民と他言語教育: 日本人類言語学会創立10周年記念論文集

      ( 5 ) 120 - 141   4 2009

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    Language:English  

    CiNii Article

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  • Studying a ubiquitous learning and computing environment

    Jeffrey Mok

    Ubiquitous Learning1 ( 3 ) 49 - 56   2009

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    Publishing type:Research paper (scientific journal)  

    From desktops to laptops and hand-held devices, mobile computing has become a common feature in today's developed countries' economies. They are so ubiquitous that computing has become ubiquitous, no longer an option but an undeniable fact of life. Its ubiquity has made life almost impossible to live successfully with it. Ubiquitous computing has also extended to learning and education: ubiquitous learning. Clearly, a student of today has so much more avenues of access to information compared to the previous generation. Opportunities to learn have also been made so much easier with technology. Powerful software and hardware are helping to manage the exponential growth of data, information and knowledge. But has learning become ubiquitous because of ubiquitous computing? Is ubiquitous learning the same as ubiquitous computing? Or is learning already ubiquitous but further augmented by the invasive computing? If so, how to we understand and study ubiquitous learning? Increased access and learning opportunities bring with it the complexity in managing and harnessing the proliferated knowledge sources. How do we understand the learning processes and cognitive activity? How do learners gather, analyze, synthesize and create knowledge for themselves in ever increasingly ubiquitous learning environments? This paper, using the conceptual framework of distributed cognition will answer these questions. © Common Ground, Jeffrey Mok, All Rights Reserved.

    DOI: 10.18848/1835-9795/cgp/v01i03/40395

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  • A cross cultural apology episode of a diplomatic repair A study into Japan's former Prime Minister Koizumi's official apology in April 2005

    Jeffrey Mok, Mitsuhiro Tokunaga

    JOURNAL OF LANGUAGE AND POLITICS8 ( 1 ) 72 - 96   2009

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:JOHN BENJAMINS PUBLISHING COMPANY  

    Against the political backdrop of what was arguably the lowest point in the China-Japan relationship in modern times, China had called for Japan to take "concrete actions to face up with ... its history of invasion" In response, Japan's then Prime Minister, Junichiro Koizumi, issued a public apology at the Asian-African Summit on 22nd April 2005. His choice of words, "deep remorse" and "heartfelt apology", did little to assuage the Chinese. What did these words really mean in the context of speech acts of apology? Was the apology considered to be an apology? How does this episode of apology fall into the current discussion of apology strategies? Was there lexical avoidance? Was there any discourse difference compared to previous apologies? This paper will attempt to answer these questions.

    DOI: 10.1075/jlp.8.1.05mok

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  • Data collection and analysis for cognition distributed in a collaborative learning case study

    Jeffrey Mok

    International Journal of Interdisciplinary Social Sciences3 ( 3 ) 95 - 102   2008

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    Publishing type:Research paper (scientific journal)  

    One of the fundamental challenges in studying cognitive systems in their context and natural setting is the scoping and methodology of research. This is especially so in field studies of cognitive system analysis which considers socio-cultural and historical influences: the studies are addressing a distributed cognition system. Distributed cognition looks at the cognitive processes that are distributed across members in a collaborative learning group in a natural setting. This case study research endeavours to understand the nature of distributed cognition in a classroom; amongst the learners and artefacts in an open and natural environment. The nature of such study involves examining ways participants negotiate socially, as well as conduct discourses and interactions in a given task. What are the appropriate methods of data collection and analysis for a study of a cognitive system in a technologically enabled educational setting? How do we collect and analyse data on cognition that is being distributed across members in a group and cognitive artefacts? How much do we collect and what do we analyze? What methods and approaches can we use? What are the issues and problems facing such methods? Inherent to each approach and method lie potential pitfalls and issues that researchers need to address. This paper will show how the conceptual framework of distributed cognition informs the collection and analysis of data for a case study on an episode of distributed cognition in an educational setting. © Common Ground.

    DOI: 10.18848/1833-1882/CGP/v03i03/52549

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  • Before putting your course online…: オンライン学習教材を取り入れる前に

      14   1 - 3   2008

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    Language:English  

    CiNii Article

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  • Comparing the translations of Japan's Prime Minister Koizumi's official apology in April 2005

    Mok Jeffrey, Tokunaga Mitsuhiro

      11   5 - 24   20 11 2007

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  • Justification for a qualitative educational research project on distributed cognition

    Mok Jeffrey Chi Hoe

      12 ( 12 ) 45 - 55   2006

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    Language:Japanese   Publishing type:Research paper (bulletin of university, research institution)  

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