TUJ Graduate Faculty

Faculty Profiles

Mitsue Allen-Tamai, Ed.D.

Professor, Aoyama Gakuin University

Matthew Apple, Ed.D.

Associate Professor, Department of Communication, Ritsumeikan University

Matthew Apple (EdD) is an associate professor in the College of Letters at Ritsumeikan University. He has taught at various levels of education in Japan since 1999, including junior and senior high school, undergraduate university, and graduate school. His research interests include individual differences and intercultural communication. Recent publications include the edited volumes Language Learning Motivation in Japan and L2 Selves and Motivations in Asian Contexts and articles in JALT Journal and the Journal of Applied Measurement.

Ed.D., Temple University

David Beglar, Ed.D.

Professor / Academic Coordinator, Temple University, Japan Campus

David Beglar has been teaching in the graduate TESOL programs at Temple University's Japan Campus since 1993. In that time, he has taught nineteen graduate courses ranging from teaching methodology to educational statistics. His primary research interests are in the areas of foreign language vocabulary learning and teaching, and foreign language assessment. He is currently working on longitudinal studies concerning the effects of extensive reading on reading fluency development, and task-based curricula and changes in students' willingness to communicate over two years of academic study.

Recent publications:

  • Beglar, D., & Murray, N. (2017). Contemporary Topics 3. 21st Century Skills for Academic Success (4th ed.). Hoboken, NJ: Pearson Education.
  • McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research (Special Issue: Vocabulary Research and Pedagogy), 19, 741-760. DOI: https://doi.org/10.1177/1362168814567889
  • Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26, 29-49.
  • Beglar, D., & Nation, P. (2013). Assessing vocabulary. In A. Kunan (Ed.), The companion to language assessment. Wiley-Blackwell.
  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners' reading rates. Language Learning, 62(3), 665-703.
  • Beglar, D. (2010). A Rasch-based validation of the vocabulary size test. Language Testing, 27(1), 101-118.
  • Murray, N., & Beglar, D. (2009). Inside track: Writing dissertations and theses. London: Pearson Education.
Ed.D., Temple University

Mike Bostwick, Ed.D.

Executive Director, Katoh Gakuen

Mike Bostwick currently serves as Founding Director of the first English/Japanese dual language program (Kindergarten – Grade12) in Japan. Established in 1992 and accredited by both the Japanese Ministry of Education (MEXT) and the International Baccalaureate Organization, the program has been recognize nationally and internationally as a groundbreaking model in bilingual education. He has taught at all age levels (kindergarten - university) in both the US and Japan. He earned his doctorate in Curriculum, Instruction and Technology in Education with Specialization in TESOL from Temple University, Japan. He as been active in promoting research of immersion education and teacher training in Japan and the US. His interests include: Bilingualism, Content-Based Foreign Language Instruction, and Immersion Education. Some publications include:

  • Bostwick M. (2011). Content instruction and the L2 learner. IB position paper, Geneva: International Baccalaureate.
  • Sakai, K., Nauchi, A., Tatsuno,Y., Hirano, K., Muraishi, Y., Kimura, M., Bostwick, M., Yusa, N. (2009). Distinct roles of left inferior frontal regions that explain individual differences in second language acquisition. Human Brain Mapping. 30, 2440-2452.
  • Bostwick, M. (2001). English language immersion in a Japanese school. In D. Christian & F. Genesee (eds.), Bilingual Education. Alexandra: TESOL.
  • Bostwick, M. (2001). Bilingual education of children in Japan: Year four of a partial immersion program. In M. Goebel Noguchi & S. Fotos (eds.) Studies in Japanese Bilingualism. Clevedon: Multilingual Matters.
Ed.D., Temple University

Charles Browne, Ed.D.

Professor, Applied Linguistics, Meiji Gakuin University

Dr. Charles Browne, is Professor of Applied Linguistics and head of the EFL teacher training program at Meiji Gakuin University in Japan, and a well-known expert on English education in Asia with over 25 years experience at all levels of the English education system in Japan. He is a specialist in CALL (Computer Assisted Language Learning) and Second Language Vocabulary Acquisition, and has written dozens of research articles and books, including a monthly column for the number one English education journal in Japan (Eigo Kyoiku). He was the first National Chairman of the JET Program, worked for the Japanese Ministry of Education as a teacher-training specialist and on the national textbook committee, and has led language learning product development for such software companies as EnglishCentral, GoFluent, and Lexxica.

Ed.D., Temple University

Lance Burrows, Ed.D.

Associate Professor, Kindai University

Lance Burrows is an associate professor in the Faculty of Economics at Kindai University in Osaka, Japan where he teaches mainly reading and writing courses to non-English majors. In his doctoral dissertation, he investigated the longitudinal effects of reading strategies and extensive reading on reading self-efficacy. Other research interests include the effect that both long- and short-term study abroad programs, particularly to non-English speaking countries, has on learner affect, e.g. self-efficacy, willingness to communicate, and intrinsic motivation. His research has been conducted largely using a mixed method approach. In addition to his research, Lance has co-authored textbooks that are used in English for special purposes reading classes.

Ed.D., Temple University

Nathaniel Carney, Ph.D.

Associate Professor, Kobe College

Nathaniel Carney is Associate Professor in the Department of English at Kobe College in Nishinomiya, Japan. His research interests include L2 pedagogy, teacher education, language assessment, and learner identity. He has taught English to students of many levels, including experience working with migrant populations and study abroad students in the United States and primary age bilingual students and university students in Japan. He started his career in language pedagogy teaching Spanish as a foreign language. For his dissertation research, he used scripted and unscripted texts to diagnose L2 English learners’ listening comprehension abilities.

Ph.D., Temple University

Donald Carroll, Ph.D.

Professor, Shikoku Gakuin University

Dr. Donald Carroll has been teaching EFL/EAP/ESP as well as Applied Linguistics for over 30 years. He is currently a professor at Shikoku Gakuin University. Prior to coming to Japan (18 years ago) he taught at universities in Mexico, Oman, Kuwait, and Saudi Arabia. He has a Ph.D. from the University of York (2006) and a BA and MA in Applied Linguistics from California State University, Fullerton (1980, 1984). His Ph.D. research examined turn-construction in novice-to-novice L2 interaction. During the 2003-2004 academic year he was a Visiting Scholar at UCLA, during which time he was fortunate to be able to attend Schegloff's renowned courses on Conversational Structure. He has presented at the International Conference for Conversation Analysis (ICCA) in 2006, 2010, and 2014 and given plenary talks both in Japan and abroad. He has published on novice L2 interaction and on applying conversation analysis to second language education.

Ph.D., University of York

Christine Pearson Casanave, Ph.D.

After receiving her Ph.D., Christine Pearson Casanave worked at Keio University's Shonan Fujisawa Campus from 1990 to 2003. Since 2004 she has been affiliated with Temple University in Japan, where she currently advises doctoral students who are writing qualitative dissertations. Her authored and edited publications focus on qualitative inquiry into graduate and professional academic literacy practices, second language writing, dissertation writing, and writing for publication. She serves on several journal editorial boards and from 2012 has been a Visiting Scholar at the Middlebury Institute of International Studies at Monterey.

Recent publications:

  • Casanave, C. P. (2020). During the Dissertation: A Textual Mentor for Doctoral Students in the Process of Writing. Ann Arbor: University of Michigan Press.
  • Casanave, C. P. (2019). Performing Expertise in Doctoral Dissertations: Thoughts on a Fundamental Dilemma Facing Doctoral Students and Their Supervisors. Journal of Second Language Writing, 27, 57-62.
  • Casanave, C. P. (2019). Working with Doctoral Dissertation Writers. In G. Barkhuizen (Ed.), Qualitative Research Topics in Language Teacher Education (pp. 15-20). UK: Routledge/Taylor & Francis.
  • Casanave, C. P. (2019). Does Writing for Publication Ever Get Easier? Some Reflections from an Experienced Scholar. In P. Habibie & K. Hyland (Eds.), Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers (pp. 135-151). New York: Palgrave Macmillan.
  • Casanave, C. P. (2018). Qualitative Approaches to Studying Second Language Writing. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Oxford: Wiley Blackwell.
  • Casanave, C. P. (2017). Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction (2nd edition). Ann Arbor: University of Michigan Press.
  • Casanave, C. P. (2017). Representing the Self Honestly in Published Research. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp. 235-243). London: Routledge.
  • Casanave, C. P. (2016). What Advisors Need to Know about the Invisible "Real Life" Struggles of Doctoral Dissertation Writers. In S. Simpson, M. Cox, N. Caplan, & T. Phillips (Eds.), Graduate Writing Support: Research, Pedagogy, Program Design (pp. 97-116). Ann Arbor: University of Michigan Press.
  • Casanave, C. P. (2016). Qualitative Inquiry in L2 Writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of Second and Foreign Language Writing (pp. 497-517). Berlin: De Gruyter Mouton.
  • Casanave, C. P. (2015). Case Studies. In B. Paltridge & A. Phakiti (Eds.), Research Methods in Applied Linguistics: A Practical Resource (pp. 119-135). London: Bloomsbury Publishing.
  • Casanave, C. P. & Li, Y. (2015). Novices' Struggles with Conceptual and Theoretical Framing in Writing Dissertations and Papers for Publication. Publications 2015, 3(2), 104-119. DOI: https://doi.org/10.3390/publications3020104
  • Casanave, C. P. (2014). Before the Dissertation: A Textual Mentor for Doctoral Students at Early Stages of a Research Project. Ann Arbor: University of Michigan Press.
Ph.D., Stanford University

Eton Churchill, Ed.D.

Associate Professor, Kanagawa University

Eton Churchill is an associate professor at Kanagawa University. Courses he has taught at TUJ since 2009 include Introduction to Sociolinguistics, Ecological Perspectives on Language Learning, and Introduction to Qualitative Research. He also serves as an advisor for doctoral candidates drawing primarily on qualitative research methods. Eton's recent publications have appeared in Applied Linguistics and The Modern Language Journal. He is also the co-editor of Language learners in study abroad contexts. His current research focuses on multimodal interaction between a skilled expert and his students.

Ed.D., Temple University

Jeremy Cross, Ph.D.

Professor, Applied Linguistics, DWCLA

Jeremy Cross is currently a professor in the Department of International Studies, Doshisha Women's College of Liberal Arts, Japan. He has taught on a range of undergraduate and graduate programs in Singapore, Australia, Indonesia, and Japan. His primary research interest is second language listening, and his work in this field has been published in well-regarded international journals such as Language Learning, TESOL Quarterly, and Language Teaching, as well as in the TESOL Encyclopedia of English Language Teaching. He was previously a member of the Editorial Board of ELT Journal.

See a full list of his publications at: https://sites.google.com/site/jeremycrossnagoyauniversity/publications

Ph.D., University of Melbourne

Timothy Doe, Ed.D.

Senior Assistant Professor, Meiji University

Timothy Doe is a Senior Assistant Professor in the School of Information and Communication at Meiji University. He has taught and developed English courses at several universities in Japan. His research interests include the teaching and assessment of speaking skills, curriculum and materials development, and group cohesion in language classrooms. In his doctoral dissertation, he investigated the development of speaking fluency in relation to performance in task-based activities.

Ed.D., Temple University

John Eidswick, Ed.D.

Associate Professor, Kyoto Sangyo University

John Eidswick is an Associate Professor at the Institute of General Education at Kyoto Sangyo University. He has taught at numerous universities in Japan over the past eighteen years. His research interests include the influences of interest, self-efficacy, and perceived task difficulty on language learning. His dissertation concerned reading comprehension, interest and concrete vs. abstract language, examined with frequentist vs. Bayesian analytical approaches.

Ed.D., Temple University

James Elwood, Ed.D.

Associate Professor, Meiji University

James Elwood is an associate professor in the Faculty of Interdisciplinary Mathematical Sciences at Meiji University. He also serves as an advisor for doctoral candidates working on quantitative studies, especially in the area of structural equation modeling. His research interests include psychometrics, writing assessment, and technology in education. Some recent publications include the following:

  • Elwood. J. A., & Monoi, N. (2015). Measuring carefully: Validating the International Posture-Children instrument. Manuscript submitted for publication.
  • 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: https://doi.org/10.1016/j.system.2013.12.023
  • 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: https://doi.org/10.1016/j.compedu.2011.11.008
Ed.D., Temple University

Donna Fujimoto, Ed.D.

Professor, Osaka Jogakuin College

Donna Fujimoto is a professor at Osaka Jogakuin College, Osaka Japan.

  • Fujimoto, D. (2004) Adapting the Contrast Culture Method to the classroom. Ibunka Communication
  • Fujimoto, D. (2005) Intercultural Appropriacy-From Discourse Analysis to Macro-Level Pragmatic Strategies. Proceedings for Far Eastern English Language Teachers Association
  • Fujimoto, D. (2006) One Approach to the Study of Identity: Listening to Nikkei Voices. Osaka Jogakuin College Kiyo
Ed.D., Temple University

Peter Gobel, Ed.D.

Professor, Kyoto Sangyo University

Peter Gobel is a professor in the Faculty of Cultural Studies at Kyoto Sangyo University, Kyoto, Japan. He received his doctorate in education from Temple University, with a dissertation on the acquisition and use of listener clarification strategies. He has published and presented research in the areas of 1) anxiety and foreign language learning; 2) learner motivation and attitudes towards success and failure at language learning; 3) second language learner strategies; 4) extensive reading; and 5) the role of technology in education. Current research interests are focused on how learners interact with ICT and CMS both inside and outside of the classroom.

Ed.D., Temple University

Noël Houck, Ph.D.

Associate Professor, Foreign Language Department, California State Polytechnic University, Pomona

Noël Houck is associate professor in the English and Foreign Languages Department at California State Polytechnic University Pomona. She received her Ph.D. in linguistics from the University of Southern California, with a dissertation on pragmatics, in 1984. Her research centers on cross-cultural pragmatics and discourse analysis, with a focus on microanalysis of classroom discourse. She has taught and conducted research in Brazil, Mexico, and Japan. Books include Interlanguage Refusals, with Susan Gass; Grammar Connection 4: Structure Through Content, with Sharon Hilles; PragmaticsTeaching Speech Acts and PragmaticsTeaching Natural Conversation, edited volumes with Donna Tatsuki.

Ph.D., University of Southern California

Kay Irie, Ed.D.

Professor, Gakushuin University

Kay Irie is Professor at Gakushuin University, Tokyo where she is developing a CLIL-based English program. Her doctoral thesis for TUJ focused on the changes of language learning (L2) motivation of Japanese high school students based on a three-year longitudinal mixed-method study. Her current research interests include learner autonomy, second language learning motivation in tertiary education related to the concept of L2 self, and research methods used in these areas including Q-methodology. Her publications include:

  • Irie, K., & Ryan, S. (2014/in press). Study abroad and the dynamics of change in learner L2 self-concept. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning. Bristol: Multilingual Matters.
  • Ryan, S. & Irie, K. (2014). Imagined and possible self perspective: Stories we tell ourselves about ourselves. In S. Mercer & M. Williams (Eds.), Multiple Perspectives on the Self in SLA (Chapter 8, pp. 109-123). Bristol: Multilingual Matters.
  • Irie, K., & Brewster, D. (2013). One Curriculum, three Stories: Ideal L2 self and L2-Self-Discrepancy profiles. In M. Apple, D. da Silva, & T. Fellner (Eds.), Foreign Language Motivation in Japan (Chapter 8, 110-128). Bristol: Multilingual Matters.
  • Irie, K. & Stewart, A. (Eds.). (2012). Realizing Autonomy: Practice and Reflection in Language Education Contexts. Basingstoke: Palgrave Macmillan.
Ed.D., Temple University

Noriko Ishihara, Ph.D.

Associate Professor, Hosei University

Noriko Ishihara received her Ph.D. in Curriculum and Instruction from the University of Minnesota in 2006 and is currently associate professor of TESOL/EFL at Hosei University, after teaching in the MA TESOL program at American University. She also leads language teachers' professional development courses in Japan and the U.S. Her work in L2 pragmatics centers on teacher education especially in the area of instructional pragmatics and development of instructional units in ESL/EFL. Her research interests include pragmatics and identity in language education, pragmatics-focused instruction, and professional teacher development. Her pedagogical publications include Teaching and Learning Pragmatics (2010, book co-authored with A.D. Cohen, Pearson/Longman), and Advanced Japanese: Communication in Context (2010, Japanese pragmatics textbook co-authored with M. Maeda, Routledge). She has published her research in TESOL Quarterly, Modern Language Journal, Language Awareness, Language and Linguistic Compass, and TESL-EJ among others.

Ph.D. University of Minnesota

Terry Joyce, Ph.D.

Adjunct Professor, Temple University, Japan Campus

After obtaining his doctoral degree in psychology from the University of Tsukuba in 2002, Dr. Terry Joyce conducted postdoc research at both Tokyo University of Foreign Studies and Tokyo Institute of Technology. His main research interests are visual word recognition, word association, the Japanese mental lexicon, and writing systems. He is secretary of the Association of Written Language and Literacy, editorial board member of the related Written Language and Literacy journal (John Benjamins), for which he has guest co-edited three special issues, and has recently also become series editor for De Gruyter’s Open Access book series on writing systems.

  • Joyce, T., Masuda, H., & Ogawa, T. (2014). Jōyō kanji as core building blocks of the Japanese writing system: Some observations from database construction [Special issue: The architecture of writing systems, edited by Kristian Berg, Nanna Fuhrhop, & Franziska Buchmann]. Written Language and Literacy, 17(2), 173-194. DOI: https://doi.org/10.1075/wll.17.2.01joy
  • Joyce, T. (2013). The significance of the morphographic principle for the classification of writing systems. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins Current Topics 51) (pp. 61-84). Amsterdam: John Benjamins.
  • Joyce, T., & Borgwaldt, S. (2013). Typology of writing systems: Introduction. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins Current Topics 51) (pp. 1-11). Amsterdam: John Benjamins.
  • Joyce, T. (2012). Some reflections on the relevance of word association data for vocabulary research. In M. Kamada, H. Cao, Takashi Utashiro, & T. Muraoka (Eds.) Nihongo gakushū shien no kochiku: Gengo kyoiku – Kopasu – Shisutemu kaihatsu [Architecture of Japanese language learning assistance: Language education, corpus, and system] (Festschrift for Prof. Kikuko Nishna on the occasion of her retirement). (pp. 139-156). Tokyo: Bonjinsha.
  • Joyce, T., Hodošček, B., & Nishina, K. (2012). Orthographic representation and variation within the Japanese writing system: Some corpus-based observations [Special issue: Units of language – units of writing, edited by Terry Joyce and David Roberts]. Written Language and Literacy, 15(2), 254-278. DOI: https://doi.org/10.1075/wll.15.2.07joy6
Ph.D. University of Tsukuba

Paul Leeming, Ph.D.

Associate Professor, Kindai University

Paul Leeming is an associate professor in the Faculty of Economics at Kindai University in Osaka, Japan. He has taught at several universities and also at the junior and senior high school levels in Japan. His main research interests include group dynamics within the language classroom, classroom interaction, motivation, and speaking. Task-Based Learning is another area of interest and Paul is a co-founder of the JALT TBL SIG. Paul has published research in several international journals, including International Journal of Applied Linguistics, Asia TEFL Journal, and The Language Learning Journal. Most recently Paul has co-authored a three-book series of textbooks based on a TBLT approach, and designed for use in classrooms in Japan and beyond.

Ph.D. Temple University

Robert J. Lowe, Ph.D

Lecturer, Tokyo Kasei University

Robert J. Lowe is a lecturer in the Department of English Communication, Tokyo Kasei University. He has taught in Japan for twelve years, and at the university level since 2010. He completed his Ph.D. in applied linguistics at Canterbury Christ Church University in 2017, and has since published several articles and books on issues in critical applied linguistics. He has also worked in developing and promoting new qualitative research methods in the field, particularly duoethnography and frame analysis.

Selected publications:

  • Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the ‘native speaker’ frame. New York: Springer
  • Lowe, R. J. (2020). Exploring ideology in ELT: A frame analysis approach. Language Teaching 53(3). DOI: https://doi.org/10.1017/S0261444820000166
  • Lowe, R. J. & Lawrence, L. (Eds.). (2020). Duoethnography in English language teaching: Research, reflection and classroom application. Clevedon: Multilingual Matters.
  • Lowe, R. J. & Smith, R. C. (2020). L.A. Hill’s ‘Neutral English’ – a historical counterpoint to ELF. ELT Journal 74(1), 20-28. DOI: https://doi.org/10.1093/elt/ccz054
  • Kiczkowiak, M. & Lowe, R. J. (2018). Teaching English as a lingua franca: The journey from EFL to ELF. Stuttgart: DELTA Publishing.
  • Lowe, R. J. & Lawrence, L. (2018). Native-speakerism and ‘hidden curricula’ in ELT training: A duoethnography. Journal of Language and Discrimination 2(2), 162-187. DOI: https://doi.org/10.1558/jld.36409
  • Lowe, R. J. & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education 3(1), 1264171. DOI: https://doi.org/10.1080/2331186X.2016.1264171
  • Lowe, R. J. & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review 7(1), 27-52. DOI: https://doi.org/10.1515/applirev-2016-0002
Ph.D. Canterbury Christ Church University

Ron Martin, Ph.D.

Associate Professor, College of Intercultural Communication, Rikkyo University

Ron Martin is Associate Professor in the College of Intercultural Communication at Rikkyo University, Tokyo, Japan, where he is also currently the Director for International Exchange Programs for the College of Intercultural Communication. He received his Ph.D. at TUJ, with a dissertation on the foreign language learning beliefs of Japanese public elementary school students. His research interests also include the language learning beliefs of Japanese public junior high school students, and the development of intercultural competency in university students who study abroad.

Ph.D. Temple University

Kurtis McDonald, Ph.D.

Associate Professor, Kobe College

Associate Professor, Kobe College Kurtis McDonald is an Associate Professor and founding member of the English Education Research Center at Kobe College in Nishinomiya, Japan. In addition to being actively involved in program management and curriculum development, his research interests include second language speaking development, task-based language teaching (TBLT), and language assessment. He has taught English as a Second/Foreign Language to students of various levels and contexts ranging from all ages of Japanese learners to international graduate students in the United States, including teacher training for international teaching assistants.

Ph.D., Temple University

Sandra Lee McKay, Ph.D.

Visiting Professor, Temple University, Japan Campus
Professor Emeritus, San Francisco State University

Sandra McKay is Professor Emeritus of San Francisco State University. Her main areas of interest are sociolinguistics, English as an International Language, and second language pedagogy. For most of her career she has been involved in second language teacher education, both in the United States and abroad. She received four Fulbright grants, many U.S Department of State academic specialists awards and distinguished lecturer invitations. Her books include Principles and Practices for Teaching English as an International Language (edited with L. Alsagoff, G. Hu & W. Renandya, 2012, Routledge), Sociolinguistics and Language Education (edited with N. Hornberger, 2010, Multlingual Matters), International English in its Sociolinguistic Contexts: Towards a Socially Sensitive Pedagogy (with Wendy Bokhorst-Heng, 2008, Frances Taylor) and Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press, Winner of the Ben Warren International Book Award for outstanding teacher education materials). Her articles appeared in such journals as the Annual Review of Applied Linguistics, Harvard Educational Review, English Language Teaching, International Journal of Applied Linguistics, Journal of Second Language Writing, System, TESOL Quarterly and World Englishes. She has published many chapters in edited books and given plenary talks at various international conferences, including the Asian International TEFL Conference in Korea, the Regional English Language Conference in Singapore and the EFL Asian Conference in Turkey. She served as TESOL Quarterly editor from 1994 to 1999 and has served on the editorial advisory board for the Journal of Second Language Writing and the TESOL Quarterly.

Ph.D. University of Minnesota

Dr. Stuart McLean, Ph.D.

Instructor, Momoyama Gakuin University

Stuart McLean is an instructor at Momoyama Gakuin University. He has published in Reading in a Foreign Language, Vocabulary Learning and Instruction, Language Teaching Research, TESOL Quarterly, System, Applied Linguistics, Studies in Second Language Acquisition, and Language Assessment Quarterly on subjects related to language assessment, research methods, reading, listening, and vocabulary acquisition.

M.S.Ed. in TESOL, Temple University, Japan.
Ph.D. in Medicine, Kyoto Prefectural University of Medicine.
Ph.D. in Foreign Language Education and Research, Kansai University. 

Tsuyuki Miura, Ed.D.

Adjunct Professor, Temple University, Japan Campus

After completing her doctoral degree in May 2011, Tsuyuki Miura has been teaching the Introduction to the Study of TESOL course in the graduate TESOL program at the Osaka Center of Temple University's Japan Campus. She also teaches in a number of English-language programs in several universities in the Kansai area. Her primary research interests are in the areas of foreign language learners' motivational changes, vocabulary learning and teaching, and developing teaching materials.

Recent publications:

  • Miura, T. (2011). Motivational trajectories of successful foreign language learners: Six biographical case studies (Doctoral dissertation) Temple University, Philadelphia.
  • Miura, T. (2010). A retrospective survey of L2 learning motivational changes. JALT Journal, 32, 29-53.
  • Miura, T. (2005). A case study of the lexical knowledge of an advanced proficiency EFL learner. The Language Teacher, 29(7), 29-33.
Ed.D., Temple University

Atsushi Mizumoto, Ph.D.

Associate Professor, Applied Linguistics, Kansai University

Atsushi Mizumoto, Ph.D. in Foreign Language Education, is Associate Professor of Applied Linguistics at the Faculty of Foreign Language Studies, Kansai University, Japan. He has been teaching language assessment and corpus linguistics at Graduate School of Foreign Language Education and Research, Kansai University. He is the recipient of Best Academic Paper Award from Japan Society of English Language Education in the Year of 2014. His current research interests include vocabulary learning and teaching, self-regulated learning, and language assessment.

Recent publications:

  • Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy. Innovation in Language Learning and Teaching, 7, 253–265.
  • Mizumoto, A. (2013). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary Learning and Instruction, 2, 15–24.
  • Mizumoto, A. (2012). Exploring the effects of self-efficacy on vocabulary learning strategies. Studies in Self-Access Learning Journal, 3, 423–437.
  • Takeuchi, O., Ikeda, M., Mizumoto, A. (2012). The cerebral basis for language learner strategies: A near-infrared spectroscopy study. Reading in a Foreign Language, 24, 136–157.
  • Takeuchi, O., Ikeda, M., Mizumoto, A. (2012). Reading aloud activity in L2 and cerebral activation. RELC Journal, 43, 151–167.
  • Mizumoto, A., Takeuchi, O. (2012). Adaptation and validation of Self-regulating Capacity in Vocabulary Learning Scale. Applied Linguistics, 33, 83–91.
Ph.D., Kansai University

Paul Nation, M.A.

Professor, School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand

Paul Nation is professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning. A four book series Reading for Speed and Fluency appeared from Compass Publishing in 2007 as well as a six book series called 4000 Essential English Words in 2009. His latest books on vocabulary include Learning Vocabulary in Another Language (2001) published by Cambridge University Press, Focus on Vocabulary (2007) from NCELTR/Macquarie,and Teaching Vocabulary: Strategies and Techniques published by Cengage Learning (2008). Three books, Teaching ESL/EFL Listening and Speaking (with Jonathan Newton), Teaching ESL/EFL Reading and Writing, and Language Curriculum Design (with John Macalister) have recently appeared from Routledge.

His latest book is Researching and Analysing Vocabulary (2010) (with Stuart Webb) from Heinle Cengage Learning.

M.A., Dip TESL, Victoria University, New Zealand

Robert Nelson, Ph.D.

Associate Professor, Temple University, Japan Campus

Robert Nelson was awarded a Ph.D. in ESL and Applied Linguistics by Purdue University in 2008. Previously, he was an Assistant Professor of ESL at the University of Alabama in Tuscaloosa, Alabama, and a Visiting Assistant Professor at Murray State University in Kentucky. He has seventeen years of experience teaching ESL and second language writing, including five years in Japan. His research approaches language and language learning from a complex adaptive systems perspective, and employs a diverse array of methods, including statistical and neural network models and corpus analysis. His work has been published in Language Learning, the Modern Language Journal, Second Language Research, and the Mental Lexicon.

Recent publications:

  • Nelson, R. (Submitted). How Chunky Is Language? A method for prior estimates based on the Idiom Principle. Corpora.
  • Nelson, R. (Submitted). Formulaic Sequence Learning and Function Words in Learner Corpora. The International Journal of Learner Corpus Research.
  • Liu, D. and Nelson, R. (2016). Teaching Language as a System. Routledge Handbook of English Language Teaching.
  • Nelson, R. (2015). Issues with the Capture-Recapture Measure of Vocabulary Size. Mental Lexicon, 10(1). 152-163.
  • Nelson, R. (2014b). Possible Measures of Asymmetry and Redundancy in Collocations. Journal of Research Design and Statistics in Linguistics and Communication Science. 1(2), 191-212.
  • Nelson, R. (2014a). Statistical properties of English text produced by Korean and Chinese authors. Journal of Research Design and Statistics in Linguistics and Communication Science, 1(1), 54-72.
  • Nelson, R. (2013). Expanding the Role of Connectionism in SLA Theory. Language Learning, 63(1), 1-33.
  • Nelson, R. (2012). Perceptual Filtering in L2 Lexical Memory: A Neural Network Approach to Second Language Acquisition. The Modern Language Journal, 96(3), 350-368.
  • Nelson, R. (2011). Vigilance, expectancy, and noise: Attention in second language lexical learning and memory, Second Language Research. 27(2), 153-171.
Ph.D., Purdue University

Tomoko Nemoto, Ph.D.

Assistant Professor / Assistant Academic Coordinator,Temple University, Japan Campus

Tomoko Nemoto is the Assistant Director of the Graduate TESOL Program and also an instructor in the Graduate TESOL Program at Temple University, Japan Campus. She has taught EAP courses in the Intensive English Language Program and statistics courses in the College of Liberal Arts in the past. Recently she has been teaching Introduction to the Study of TESOL, Educational Statistics, and Research Methodology courses in the Graduate TESOL Program. Her areas of interests are Educational Statistics, Research Methodologies, Language Assessment, and Program Evaluation.

M.A., Temple University
M.Ed., Temple University
Ph.D., Temple University

Judy Noguchi, Ph.D.

Professor Emerita, Kobe Gakuin University

Judy Noguchi is Professor Emerita of Kobe Gakuin University, where she served as the first Dean of the Faculty of Global Communication. She has been involved in English for Specific Purposes since the start of her career and has worked on developing teaching methods and materials for ESP.

Recent publications:

  • Asano, M. & Noguchi, J. (2017). Linguistic features of discussion sections of English medical research paper genres and their pedagogical implications. JACET Selected Papers Vol. 4. 55-83.
  • Noguchi, J., Misaki, A., Miyanaga, S., & Terui, M. (2016). Towards a robust, genre-based translation model and its application. In Handbook of Japanese Applied Linguistics (ed.) Masahiko Minami, 385-414.
  • Noguchi, J. (2016). Revisiting the construction of knowledge in science. Journal of Global Communication Studies. Vol. 1, March 2016, 3-17.
  • Hattori, K., Hidaka, T., Yamashita, Y., Matsuda, K., & Noguchi, J. (2016). Science Frontiers: Developing Your English with National Geographic. Cengage Learning: Tokyo. (student textbook)
  • Tsujimoto, T., Noguchi, J., Miyama, A., Mukuhira, J., Kirimura, R., & Murao, J. (2015). Getting Global! Engineer Your Future with English. Kinseido: Tokyo. (student textbook)
  • Kunioshi, N., Noguchi, J., Hayashi, H., & Tojo, K. (2015). Supporting English-medium pedagogy through an online corpus of science and engineering lectures. European Journal of Engineering Education, 41:3:293-303.
  • Noguchi, J. (2009) Reviewing science in an information-overloaded world. In Academic Evaluation: Review Genres in University Settings. (eds) Ken Hyland and Giuliana Diani, 2009:34-49 Palgrave Macmillan
Ph.D., University of Birmingham

Leslie Ono, Ed.D.

Associate Professor, Kwansei Gakuin University

Leslie Ono is Associate Professor in the School of Policy Studies at Kwansei Gakuin University. She has over 10 years of experience serving as the Director of the school's English Language Program. Her research interests include program evaluation, program management, needs analysis, and curriculum design and development. For her dissertation, she conducted a longitudinal quantitative evaluation study to examine program coherence and proficiency outcomes over a 20-year period.

Ed.D., Temple University

Katarina Petchko, Ed.D.

Professor, the National Graduate Institute for Policy Studies

Katerina Petchko is Assistant Professor at the National Graduate Institute for Policy Studies (GRIPS) in Tokyo. She teaches graduate courses in thesis and dissertation writing and conducts research on literacy development.

Ed.D., Temple University

Rick Romanko, Ed.D.

Professor, Wayo Women's University

Rick Romanko is a professor at Wayo Women's University and a member of the University Language Education Center. He received his doctorate in education from Temple University, with a dissertation on the vocabulary demands of popular English songs. He has worked in higher education in Japan for 18 years, where he has taught and developed English courses at several universities. His research interests include corpora-informed vocabulary and language learning and curriculum and materials development.

Ed.D., Temple University

Steven J. Ross, Ph.D.

Professor, School of Language Literature and Culture and Center, University of Maryland

Steven J. Ross (Ph.D. from University of Hawaii in SLA) is professor at the University of Maryland's School of Language Literature and Culture and Center for the Advanced Study of Language. Ross has taught applied linguistics in Japan, USA, Australia, and Mexico. He specializes in research methods, language assessment, and program evaluation. His research on language assessment and SLA has appeared in Studies in Second Language Acquisition, IRAL, JALT Journal, The Journal of Asian-Pacific Communication, Second Language Research, TESOL Quarterly, System, Language Learning, Applied Linguistics, Prospect, Language Testing, The International Journal of Testing, the Journal of Pragmatics, as well as in several edited books. Ross recently co-authored Research Methods in Second Language Studies. He has been a member of the editorial boards of the, TESOL Quarterly, Language Testing, Applied Linguistics, and is an associate editor of Language Learning.

Ph.D., University of Hawaii

Kazuya Saito, Ph.D.

Assistant Professor, Waseda University

Kazuya Saito is an Assistant Professor of English at Waseda University (Tokyo, Japan). His research specializes in the field of second language speech learning, and pronunciation and listening teaching, and his work has been published in international academic journals, such as Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, Journal of Language and Memory, and Bilingualism: Language and Cognition.

See a list of his publications: http://kazuyasaito.net

Ph.D., McGill University

Mark Sawyer, Ph.D.

Professor, School of Policy Studies, Kwansei Gakuin University

Mark Sawyer did his M.A. in TESOL at San Francisco State University and his Ph.D. in SLA at University of Hawaii. He has published research in the areas of (1) individual differences in SLA, including aptitude, working memory, and motivation; (2) acquisition of pragmatics of Japanese as a second language; (3) educators' attitudes to Hawaii Creole English use in Hawaiian schools; and (4) adult L2 acquisition of putatively innate semantics/syntax linking rules. His current interests are more focused on exploring worthwhile goals for language teaching in Japan and elsewhere, notably including intercultural competence and intercultural citizenship, and on considering ways to work toward them effectively. Such consideration centrally involves the study of intercultural communication and learner identities.

Ph.D., University of Hawaii

Edward Schaefer, Ed.D.

Professor, Graduate School of Humanities and Science, Ochanomizu University

Edward Schaefer is a professor in the Graduate School of Humanities and Science at Ochanomizu University, where he teaches courses in Teaching Methodology, Second Language Acquisition, Academic Writing, and Language Testing, as well as EFL courses such as English Composition, Advanced English, and English Conversation. Professional and research interests include second language writing, and the use of Rasch measurement to evaluate rater behavior in performance assessment, such as speaking and writing tests. Some publications are:

  • Schaefer, E. (in press). Identifying rater types among native English-speaking raters of English essays written by Japanese university students (In Ardyadoust, V. & Fox, J. Current trends in language testing in the Pacific Rim and The Middle East: Policies, analyses, and diagnoses. Newcastle: Cambridge Scholars Publishing).
  • Farrokhi F., Esfandiari, R., & Schaefer, E. (2012). A many-facet Rasch measurement of differential rater severity/leniency in three types of assessment. JALT Journal, 34(1), 79-102.
  • Schaefer. E. (2008). Rater bias patterns in an EFL writing assessment. Language Testing 25(4), 463-492.
Ed.D., Temple University

James Sick, Ed.D.

James Sick has been a resident of Japan for 30 years, where he has taught English as a foreign language at the high school, university, and graduate school level, as well as courses and workshops on language assessment, Rasch measurement, and technology assisted language learning. His work with Rasch measurement has centered around the measurement of affective and cognitive individual differences amongst language learners, as well as the measurement of proficiency, achievement, and progress in language skills. He currently serves on the executive board of the Japan Association of Language Teaching (JALT) and writes a regular column on Rasch measurement in education for Shiken, the journal of the JALT testing and evaluation special interest group. Dr. Sick’s past articles on Rasch measurement can be accessed online at: http://jalt.org/test/sic_1.htm.

Ed.D., Temple University

Anna Siyanova, Ph.D.

Senior Lecturer, School of Linguistics and Applied Language Studies, Victoria University of Wellington

Anna Siyanova is a Senior Lecturer in Applied Linguistics at Victoria University of Wellington. Anna's main research interests include: psychological aspects of second language acquisition, vocabulary learning, formulaic language, frequency effects in language acquisition, processing and use, as well as quantitative research methods (reaction times, eye movements, EEG/ERPs, and learner corpora). Anna's work is inter- and multidisciplinary, in that it brings together research and expertise from neighbouring disciplines, such as applied linguistics, corpus linguistics, psycholinguistics, and neurolinguistics. Anna has published in top-tier applied linguistics and psychology journals, such as Studies in Second Language Acquisition, Language Learning, Applied Linguistics, Journal of Experimental Psychology: Language, Memory, and Cognition, Psychophysiology, and others.

Ph.D., University of Nottingham

Natsuko Shintani, Ph.D.

Professor, Kansai University

Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai University. Her research interests include the interface between second language instruction and second language acquisition, with particular emphasis on task-based language teaching, second language writing, and the role of individual differences. Her work has appeared in journals such as Language Learning, TESOL Quarterly, and Studies in Second Language Acquisition. Her current research focuses on the role of instruction in developing L2 pragmatic knowledge.

Ph.D., University of Auckland

Tamara Swenson, Ph.D.

Professor, English and International Studies, Osaka Jogakuin University

Dr. Swenson is a Professor in the Dept. of English and International Studies, Osaka Jogakuin University. She has taught at Osaka Jogakuin for more than 20 years and been a language teacher in Japan since the early 1980s, working in a variety of educational environments. She edited the JALT Journal from 1994 to 1998. She has published research in a variety of areas, including content-based instruction, study abroad programs, research methodologies, writing (writing programs, writing methods, writing centers), curriculum design and development, and attitudes and motivation (including ethnocentrism, attitudes toward Japanese culture by L1 English speakers, and attitudes toward other cultures by L1 Japanese). Her current research focuses on content-based approaches to language teaching with an emphasis on media studies, Japanese media and media use in Japan, ethnocentrism and its intersections with media use and motivation, and study abroad programs.

Ph.D., University of Colorado, Boulder

Atsuko Takase, Ed.D.

Faculty, Kindai University

Masahiro Takimoto, Ph.D.

Professor, Aoyama Gakuin University

Masahiro Takimoto is a professor at College of Science and Engineering at Aoyama Gakuin University. His research area so far has been the application of cognitive linguistics to teaching L2 abstract concepts. The primary way of its processing is associated with spatial concept projection, through which learners understood the abstract concepts in terms of the embodied cognition utilizing spatial concepts. His current research interests are focused on analyzing the spatial concept-oriented metaphor approach from the perspectives of brain neural basis to confirm whether it is a neuroscientifically proven approach to improving learners’ L2 language proficiency.

Ph.D., The University of Tokyo

Donna Tatsuki, Ed.D.

Professor, Kobe City University of Foreign Studies

Brad Visgatis, Ed.D.

Professor, Osaka International University

Brad Visgatis is currently a professor in the Department of Psychology and Communication at Osaka International University where he teaches reading and writing courses in an intensive English program (in English), a course that compares eastern and western culture (in Japanese) and supervise student senior theses (in Japanese). He has two main research interests: research into media and communications and research into SLA. His research in media and communications has focused on comparative media, such as comparing Japanese and English language newspapers, and psychological aspects of media consumption, such as investigating the differences between the US and Japan in the relationship between ethnocentrism and media awareness. His research into SLA has most recently addressed the issue of out-of-class English-related time use by Japanese university students. This has involved both examining characteristics of that time use (how the time was spent, where it took place, how students felt about that time) and the motivational factors that drive the out-of-class time use by students.

Ed.D., Temple University

Elvis Wagner, Ed.D.

Associate Professor of TESOL,Teaching & Learning, Temple University

Full Bio:
Ed.D., Temple University

Christopher Weaver, Ed.D.

Associate Professor, Toyo University

Christopher Weaver is an associate professor at Toyo University. Christopher's research interests largely involve the application of Rasch measurement theory to various practical issues occurring within instructed language contexts. His recent publications have appeared in the Journal of Applied Measurement, JALT Journal, Advances in Rasch Measurement Volume II, and Task-Based Language Teaching in Foreign Language Contexts.

Ed.D., Temple University

Stuart Webb, Ph.D.

Senior Lecturer, Victoria University of Wellington

Stuart Webb is currently a Senior Lecturer at Victoria University of Wellington. He previously taught in China and Japan. His research interests include vocabulary, extensive reading and listening, and language learning using television. His articles have been published in journals such as Applied Linguistics, Studies in Second Language Acquisition, TESOL Quarterly, and Language Learning. He is on the editorial boards of TESOL Quarterly, RELC Journal, ITL International Journal of Applied Linguistics, and Language Teaching Research (from 2014). His recent book (with Paul Nation), Researching and Analyzing Vocabulary, was published by Heinle (2011).

Ph.D., Victoria University of Wellington