Kyushu Sangyo University
I'm a full-time lecturer at Kyushu Sangyo University in Fukuoka, Japan. I hold a B.A. in Trumpet Performance from Virginia Tech, an M.Ed. in Education from American College of Education, and am currently pursuing a Ph.D. in Psychology from Macquarie University. Throughout my teaching career, I have taught English and Trumpet in America, Canada, Israel, Australia, and Japan. I'm a firm believer that the skills developed in studying the language of music can be applied to English language acquisition. My current research interests are the effects of nervousness on performance and cognition. I am the co-founder of the audio journal Lost in Citations - lostincitations.com.
Exploring the fostering of critical thinking in English teacher education Nu Anh VO This presentation addresses methodological issues in a study on exploring the fostering of students’ critical thinking in English language teacher education. The study is a comparative case study of two Master’s programs in Applied Linguistics/TESOL in Australia and Vietnam. Heritage language proficiencies of Chinese immigrant children in Australia Yining WANG Adopting a sociolinguistic ethnographic approach, this study investigates heritage language proficiencies of Chinese immigrant children and contributing factors. The findings show that that their proficiency outcomes vary with age of migration, family language policy, use of print resources, and peer influence. Using Fitbits to physiologically measure language learner speaking anxiety Jonathan SHACHTER The main objective of this project is to develop and test a proof of concept software measurement tool, which can be used to collect HR measures (in a classroom) using a software Application Programming Interface (API) provided by FitBit, Inc. The pragmatics of swearing, (potentially) offensive, and taboo language in English Joshua WEDLOCK This presentation addresses the rationale for investigating how nonnative English speakers perceive and understand swearing and taboo language in two different contexts (Australia, South Korea). In addition, the importance of this provocative linguistic style for EFL/ESL learners is discussed.
Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.