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STACEY LOUISE VYE（ウ゛ァイ ステイシー・ルイーズ）
| 教育機構 英語教育開発センター | センター長 |
研究者情報
■ 学位- Doctorate of Education, Organizational Change and Leadership, University of Southern California
2018年12月 - 2002年05月
- 1988年12月
■ 経歴
■ 学歴
■ 委員歴
■ 受賞
- 2022年03月09日, International Online Zoom Workshop on Teaching Effective Communication Skills, U.S. Federal Assistance Grant -Group, Akita University & US Embassy Tokyo
- 2019年08月09日, English for English Teachers: Workshops for Secondary English Teachers in Japan, Sponsored by the U.S. Embassy, Tokyo and Akita University
- 2017年08月08日, English for English Teachers: Workshops for Secondary English Teachers in Japan, Sponsored by the U.S. Embassy, Tokyo and New York University, Tokyo, Japan
- 2017年05月29日, Individual Grant, US Federal Assistance Grant SF 424
- 2016年08月31日, Individual Grant, US Federal Assistance Grant SF 424
- 2015年06月29日, H27年度の若手・女性研究者支援事業, Saitama University Grant Committee
- 2014年06月18日, 平成26年度若手・女性研究者支援事業申請書, Saitama University Grant Committee
- 2014年02月14日, Educational Reform Grant Global Jinzai, Saitama University Grant Committee
- 2012年03月01日, 平成25年度若手・女性研究者支援事業申請書, Saitama University Grant Committee
- 2012年03月01日, (3) 一般研究－①基礎研究, 平成２４年度 研究機構プロジェクト研究費申請書
- 2012年03月01日, Grant-in-Aid Research Category C, Japan Society for the Promotion of Science (JSPS)
- 2011年05月09日, Grant-in-Aid Research Category C, Japan Society for the Promotion of Science (JSPS)
業績情報
■ 論文- Engaging with and exploring autonomy, creativity, and well-being for learner development
Vye, S.; Moreau, R.; Yarwood, A.; Lombardi, A.; Ashwell, T.
Learning Learning, 巻：31, 号：3, 開始ページ：61, 終了ページ：64, 2024年11月, ［招待有り］, ［筆頭著者］
英語, 研究論文（大学，研究機関等紀要） - Journeys to learner wellbeing: A dialogue on building student communities.
Vye, S. & Yanase, C.
Learning Learning, 巻：30, 号：2, 開始ページ：51, 終了ページ：56, 2023年, ［招待有り］, ［筆頭著者］
https://ld-sig.org/wp-content/uploads/2023/11/back.pdf
英語, 研究論文（研究会，シンポジウム資料等） - There is something about affirming SALL: An Everhard and Gardner and Miller review
Vye, S.
Relay Journal, 巻：6, 号：1, 開始ページ：95, 終了ページ：101, 2023年, ［査読有り］, ［招待有り］
英語, 研究論文（大学，研究機関等紀要）
DOI：https://doi.org/10.37237/relay/060107
DOI ID：10.37237/relay/060107 - Report on the JASAL forum at JALT2021. Serendipities in self-access learning: Positives from the pandemic.
Taylor, C., Thorton, K., Wongsarnpiggoon, I., & Vye, Stacey
JASAL Journal, 巻：3, 号：1, 開始ページ：33, 終了ページ：46, 2022年, ［査読有り］
https://jasalorg.com/report-on-the-jasal-forum-at-jalt2021-serendipities-in-self-access-learning-positives-from-the-pandemic/
英語, 研究論文（国際会議プロシーディングス） - Utilizing advising strategies with grounded theory to support an advisee’s learning goals
Vye, Stacey
Relay Journal https://doi.org/10.37237/relay/040206, 巻：4, 号：2, 開始ページ：107, 終了ページ：115, 2021年, ［査読有り］, ［筆頭著者］
英語, 研究論文（大学，研究機関等紀要） - The L2 motivational self system: A replication study
Hughes, L. S., Vye, S., & Ray, D.
JALT Journal https://doi.org/10.37546/JALTJJ42.1, 巻：42, 号：1, 開始ページ：5, 終了ページ：28, 2020年05月, ［査読有り］, ［責任著者］
英語
DOI：https://doi.org/10.37546/JALTJJ42.1
DOI ID：10.37546/JALTJJ42.1 - Autonomous language learning in Japan. Three studies in post-compulsory education
Hennessy, C., Lombardi, I., Morel, R., Vye, S., & Aden, A.
JALT., 巻：PanSIG Journal 2019., 開始ページ：155, 終了ページ：165, 2019年, ［査読有り］
https://pansig.org/publications/2019/PanSIG_2019_Journal.pdf - Looking back: 2019 PanSIG Learner Development SIG Forum reflections.
Morel, R., Vye, S., & Aden, A.
Learning Learning, 巻：26, 号：2, 開始ページ：67, 終了ページ：68, 2019年 - Keynote speech: Maintaining effective communication for improved organizational change
Vye, Stacey
International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018., 巻：ISBN978-986-5654-17-7, 開始ページ：2, 終了ページ：3,17, 2018年, ［査読有り］ - Keynote speech: Creativity, collaborative autonomy, and innovation in education
Vye, Stacey
Conference Procedings of the International Symposium on Language, Linguistics,Literature and Education, August 2-4, Okinawa, Japan, 2016., 開始ページ：13, 終了ページ：18, 2016年, ［査読有り］ - Art and the motivational L2 self system in a university course
Vye, Stacey
Learning Learning, 巻：23-2, 開始ページ：2=8, 2016年 - LASIG Day, 11th April 2015 Manchester Central, UK
Tebib, D., Tamala, M., & Vye, S.
The Independence, 巻：50, 号：1, 開始ページ：21, 終了ページ：24, 2015年, ［査読有り］ - From learner autonomy in practice to learner proficiency in theory (Proceedings)
Vye, Stacey
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, 巻：21, 号：B, 開始ページ：253, 終了ページ：260, 2014年 - LD SIG forum: Transitions in the lives of learners and teachers
Hurrell, I., Abe, M., Brown, P. S., Vye, S., et. al.
In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT, 巻：2014, 号：1, 開始ページ：48, 終了ページ：60, 2014年, ［査読有り］
https://jalt-publications.org/proceedings/articles/3977-ld-sig-forum-transitions-lives-learners-and-teachers - Saitama University students presented short papers in English at Gakushuin University to an international English audience
Vye, Stacey
武蔵野: 埼玉大学図書館, 巻：15, 開始ページ：8, 終了ページ：11, 2014年 - From learner autonomy in practice to learner proficiency in theory (Extended Abstract)
Vye, Stacey
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, 巻：21, 号：A, 開始ページ：170, 終了ページ：173, 2013年 - Learning autonomously while improving language proficiency
Vye, Stacey
Independent Learning Association (ILA) 2012 Wellington Conference Selections, 開始ページ：170, 終了ページ：173, 2013年, ［査読有り］
研究論文（学術雑誌） - Learning autonomously while improving language proficiency
Vye, Stacey
ILAC Selections: 5th Independent Language Association Conference 2012, 巻：5, 号：2012, 開始ページ：98, 終了ページ：100, 2013年, ［査読有り］, ［招待有り］ - 学生の英語力測定に効果を発揮。さらに学内特別会場IELTS実施で留学希望者 が増加。
Vye, S.
IELTS（アイエルツ）,白書2012, 巻：1, 開始ページ：14, 2012年
研究論文（大学，研究機関等紀要） - Advising practices: A survey of self-access learner motivations and preferences
Hughes, L. S., Krug, N. P., & Vye, S. L.
Studies in Self-Access Learning Journal, 巻：3, 号：2, 開始ページ：163, 終了ページ：181, 2012年, ［査読有り］
研究論文（学術雑誌） - Viewing research and laundry from a different angle through peer collaboration
Learning Learning (LD-SIG of JALT), 巻：19, 号：3, 開始ページ：51, 終了ページ：52, 2012年, ［査読有り］
研究論文（学術雑誌） - Learning in interaction: Four snapshots of an English resource center
Stacey Vye, Adriana Edwards Wurzinger, Leander Hughes, & Nathan Krug
The Proceedings of the International Conference on Social Science and Humanity Conference ICSSH2011, 開始ページ：161, 終了ページ：165, 2011年, ［査読有り］
研究論文（学術雑誌） - Language learning through socialization: Diversified use of a self-access center
Krug, Nathan, Adriana Edwards Wurzinger, Leander Hughes, & Stacey Vye
International Journal of Social Science and Humanity, 巻：1, 号：1, 開始ページ：19, 終了ページ：25, 2011年, ［査読有り］
研究論文（学術雑誌） - Out-of-class learning at a self-access center
Hughes, Leander, Nathan Krug, & Stacey Vye
Studies in Self-Access Learning Journal, 巻：2, 号：4, 開始ページ：281, 終了ページ：291, 2011年, ［査読有り］
研究論文（学術雑誌） - Autonomous language learning: A paradigm shift from teacher to learner control
Vye, Stacey
The 19th annual KOTESOL 2011 international conference. Pushing our paradigms: Connecting with culture. 19,, 巻：19, 開始ページ：314, 終了ページ：316, 2011年, ［査読有り］
研究論文（大学，研究機関等紀要） - Learning that doesn't label what 'kind' of learning is appropriate
Vye, Stacey, Andrew Barfield, & Androlla Anthanasiou
Independence (LA-SIG of IATEFL), 巻：50, 号：1, 開始ページ：21, 終了ページ：24, 2010年, ［査読有り］
研究論文（学術雑誌） - Reflections on Nakasendo at the Learner Development SIG multi-session workshop on self-assessment
Barfield, Andrew, Leander Hughes, Stacey Vye, et. al.
Learning Learning (LD-SIG of JALT), 巻：17, 号：2, 開始ページ：39, 終了ページ：46, 2010年, ［査読有り］
研究論文（学術雑誌） - Self-reflection for teacher autonomy: What's in it for us and why do we give valuable time
Graves, Nanci & Stacey Vye
The Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 開始ページ：1, 終了ページ：7, 2009年, ［査読有り］ - Learning beyond the classroom supports the Saitama University’s English resource center’s collaborative concept
Vye, S.
The Eloquor, 巻：4, 号：1, 開始ページ：27, 終了ページ：40, 2009年
研究論文（大学，研究機関等紀要）
- Volunteer TA:Learning Advisor Education (LAE) Program: Becoming a Professional in Promoting Autonomy through Reflective Dialogue
2023年04月
専門教育 科目説明 ホームページより https://kuis.kandagaigo.ac.jp/rilae/education/ ラーニングアドバイザー教育（LAE）プログラム。内省的な対話を通じて自律を促すプロフェッショナルへ "Learning Advisor Education (LAE) "プログラムは、学習者と内省的な対話を行い、自律性を促進するプロフェッショナルなアドバイザーとなり、熟練した実践者となることを可能にします。 LAEプログラムには5つのコース（Getting Started, Going Deeper, Becoming Aware, Transformation, Becoming an Autonomous Teacher Leader）があり、プロのアドバイザーになるための初期教育と継続教育が行われています。LAEプログラムの各コースを修了すると、神田外語大学RILAEから認定証が授与されます」（Kanda University of International Studies, Japan, n.d. para.1). - Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal., 42(1), 5-28. https://doi.org/10.37546/JALTJJ42.1
2020年05月
We got accepted for this publication in the winter of the 2019 academic year, but our replication study on motivation was not published until May 2020, so I will report this vetted publication for 2020. The study took us several years to complete and here is the publication issue description:https://jalt-publications.org/jj/issues/2020-05_42.1 - Dissertation Thesis: Perceptions of First-Year Tertiary Students’ English Language Learning After Six Years of Instruction in Japan: An Evaluation Study
2018年10月
Doctor of Education (Ed.D.), University of Southern California, Rossier School of Education, December 12th, 2018 Organizational Change and Leadership, Los Angeles, CA, USA https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S
- Connections with facilitating learner autonomy, language proficiency, and the teacher/researcher’s daily grind-Editors Barfield, A & Minamatsu, A.
Vye, S., Murase, F., & Edwards Wurzinger, A.
Learner Development SIG JALT:Tokyo, 2014年11月
総ページ数：1165
ISBN：9784901352444 - Realising Autonomy in Language Education. Chapter: Practical frustration busters for learner autonomy
Editors: Kay Irie & Alison Stewart, Chapter authors: Graves, Nanci & Stacey Vye
Palgrave Macmillan, 2012年, ［］ - Perceptions of first-year tertiary students’ English language learning after six years of instruction in Japan: An evaluation study (Publication No. 227799325)
Vye, Stacey
ProQuest Dissertations, 1812年12月
総ページ数：256
https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S
- 学習者のウェルビーイングをサポートするアドバイザーと教師のための、宝物のような同僚と友人の織り成すリフレクション[注目の講演者] Title Translation by DeepL
Vye, S.
5th Graduation Symposium of the Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Chiba, Japan, 2025年03月, Research Institute for Learner Autonomy Education (RILAE), ［招待有り］
英語, 口頭発表（招待・特別）, Kanda University of International Studies
この卒業シンポジウムの発表では、アドバイジングセッションや教室内で学習者のアイデンティティやウェルビーイングを強化するため活用されている、同僚や友人たちの互いに影響を与えあうリフレクションの実践を紹介します。これらのアドバイジングのテクニックとは、青木直子（2013; 2019）のアドバイザー向け「Can-do」ステートメント、Satoko Kato ＆ Jo Mynard（2016）のアドバイジングにおけるリフレクティブ・ダイアローグ、そしてScott Shelton-Strong & Giovanna Tassinari（2022）のアドバイジングにおける学習者の心理的ニーズです。これらの著者たちは、私が「共感と想像力の活用」、「学習者への積極的な関心」、そして「適切な程度の指導」と呼ぶ3つの相互に関係する手法を提供しています。 - Evolutions in self-access language learning
Francis, A. M.; Thornton, K.; Uehara, S.; Vye, S.
JALT2024 International Conference: Moving JALT into the Future: Opportunity, Diversity, and Excellence, 2024年11月
英語, シンポジウム・ワークショップパネル（公募） - Gritty growth mindsets in a self-directed learning course
Vye, S.
2023年11月, ［国際会議］ - Fostering learner wellbeing through community and autonomy: The role of learner communities
Vye, S. & Yanase, C.
2023年10月, ［国内会議］ - Autonomy, creativity, and innovation for learners and teachers alike
Vye, S.
2023年10月, ［国内会議］ - Creative online elements for learner ownership are encouraged during face-to-face learning
Vye, S.
Learning Learning, 2023年05月, ［国内会議］ - A Tempered Change Framework Utilized to Facilitate Learner Engagement at a Learning Center
Vye, S.
9th LAb Session:Learner Autonomy in a Multilingual World: Supporting those learning/using multiple languages, 2022年11月, ［国際会議］ - Making minor adjustments for improved communications
Vye, Stacey
2022年03月, ［国内会議］ - Students' on-campus and online self-access learning preferences
Vye, Stacey
Japan Association of Language Teachers, 2021年11月, ［国際会議］ - Valid inquiry produces quality research.
Vye, Stacey
2020年02月, ［国内会議］ - Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).
Vye, Stacey
Workshop Booklet., 2019年08月, ［国内会議］ - Learning, Living, and Life in America and Japan: Intercultural Ideas and Insights
Vye, Stacey
2019年06月, ［国内会議］ - Communicative speaking and listening activities
Vye, Stacey
2018年08月, ［国内会議］ - Keynote speech: Maintaining effective communication for improved organizational change
Vye, Stacey
International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018., 2017年02月, ［国際会議］ - Creativity, collaborative autonomy, and innovation in education
Vye, Stacey
the Proceedings of the International Symposium on Language, Linguistics, and Education ISLLE Okinawa, Japan 2016, 2016年08月, ［国際会議］ - Art and the motivational L2 self-system in a university course
Vye, Stacey
Learning Learning, 2015年11月, ［国際会議］ - Art and the motivational L2 self system in a university course (Learner Development SIG Forum 2015)
Vye, Stacey
2015年11月, ［国際会議］ - Communicative Speaking and Listening Activities
Vye, Stacey
New York University American Language Institute Tokyo, 2015年08月, ［国際会議］ - Communicative speaking and listening activities
Vye, Stacey
NYU SCPC ALI Tokyo, 2015年07月, ［国際会議］ - Visual representations of learner and teacher autonomy in a tertiary course
Vye, Stacey
Independence, 2015年04月, ［国際会議］ - Visual representations of learner and teacher autonomy in a tertiary course
Vye, Stacey
Independence (LA-SIG of IATEFL), 2015年04月, ［国際会議］ - Daring to develop a learner-centred activities in the classroom
Vye, Stacey
2015年02月, ［国際会議］ - Communicative Speaking and Listening Activities
Vye, Stacey
NYU American Language Institute, 2015年01月, ［国内会議］ - Communicative speaking and listening activities
Vye, Stacey
New York University American Language Institute Tokyo, 2014年07月, ［国際会議］ - Enhancing EFL and Content-based instruction through art in the classrooms
Vye, Stacey
2014年06月, ［国内会議］ - Collaborative autonomy: Stories of flourishing learner development
Vye, Stacey, Iman binti Abd Halim, Takumi Kichuchi, Saeko Kojima, & Rahimi Rahman
2013年11月, ［国際会議］ - Learning autonomously for language proficiency
Vye, Stacey
2013年10月, ［国際会議］ - Narrative learning transformations in a university learner autonomy seminar after the course is over
Vye, Stacey
JALT2013 39th Annual International Conference Proceedings, 2013年10月, ［国際会議］ - From learner autonomy in practice to learner proficiency in theory (Proceedings)
Vye, Stacey
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, 2013年10月, ［国際会議］ - The power of peer collaboration: Proficiency and incidental learning at the same time.
Vye, Stacey
2013年03月, ［国際会議］ - The tried and true art of developing learner know-how
Vye, Stacey
NELTA 18th International Conference, Kathmandu, Nepal, 2013年, ［招待有り］, ［国際会議］ - Recharging reflection activities for teachers: Learning and teaching reflective short-cuts
Vye, Stacey
EFL Teacher Journeys Conference 2013, 2013年, ［招待有り］, ［国内会議］ - The power of peer collaboration: Proficiency and incidental learning at the same time
Vye, Stacey
Lilly Conference on College & University Teaching – West Conference: Twenty-Five Years of Evidence-Based Teaching & Learning, 2013年, ［招待有り］, ［国際会議］ - University students learning autonomously and while improving in English as well
Vye, Stacey
ILA2012: Autonomy in a Networked World, 2013年, ［招待有り］, ［国際会議］ - Learner driven development: Autonomy as they see it!
Vye, Stacey, Fumiko Murase, & Adriana Edwards Wurzinger
JALT2012 Conference: Making a Difference, 2012年, ［招待有り］, ［国際会議］ - Autonomy makes difference in language proficiency?
Vye, Stacey
JALT2012 Conference: Making a Difference, 2012年, ［招待有り］, ［国際会議］ - A reflective multi-purpose gizmo that helps busy teachers for the entire school year
Vye, Stacey
Omiya Chapter of JALT, 2012年, ［招待有り］, ［国内会議］ - Heightened agency and symbiotic support in an academic speaking course
Learner Development SIG Forum 2011, 2012年, ［招待有り］, ［国際会議］ - Practical frustration busters for learner autonomy
Vye, Stacey & Nanci Graves
Palgrave Macmillan (see 2.1.1), 2012年, ［招待有り］, ［国際会議］ - Learners' collaborative action: This is what we want!
Vye, Stacey
Nakasendo2012: Using English, 2012年, ［招待有り］, ［国内会議］ - Learner autonomy and getting better at English at the same time
Vye, Stacey
Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy, 2011年, ［招待有り］, ［国際会議］ - What factors bring students to our self-access center?
Hughes, L., Krug, N., Edwards Wurzinger, A., & Vye, S.
Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy, 2011年, ［招待有り］, ［国際会議］ - A reflective ESL multi-purpose aid that help teachers, too!
Vye, Stacey
CATESOL2011: The Art and Passion of Language Teaching, 2011年, ［招待有り］, ［国際会議］ - Learning in interaction: Four snapshots of an English resource center (with Wurzinger, Hughes, and Krug)
Vye, Stacey [Paper submitted, but did not attend due to Entrance Examinations]
The Proceedings of the International Conference on Social Science and Humanity Conference, 2011年, ［招待有り］, ［国際会議］ - Autonomous language learning: A paradigm shift from teacher to learner control
Vye, Stacey
KOTESOL2011: Pushing our Paradigms; Connecting with Culture Conference Book, 2011年, ［招待有り］, ［国際会議］ - Student generated self-assessment
Vye, Stacey
English Teachers Japan Association Tokyo Expo, 2010年, ［招待有り］, ［国内会議］ - Classrooms are alive with the sound of music
Vye, Stacey
2010年, ［招待有り］, ［国内会議］ - Multi-purpose self-assessment
Barfield, A., Cooker, L., Hughes, L., Ray, D., Stewart, A., Vye, S., et al.
Learner Development SIG Forum at Nakasendo, 2010年, ［招待有り］, ［国内会議］ - Snapshots of teachers’ shared learning journeys
Vye, Stacey
Learner Development SIG Forum, 2009年, ［招待有り］, ［国際会議］ - An English resource community from the perspective of the learner
Vye, Stacey
Japan Association Self-access Learning (JASAL) Forum, 2009年, ［招待有り］, ［国際会議］ - Mind your own learning: Online reflective mirrors
Fanselow, John, Nanci Graves, & Stacey Vye
JALT2009 Conference: The Teaching-learning Dialogue: An Active Mirror, 2009年, ［招待有り］, ［国際会議］ - Exploring empowering moments of change in language education
Vye, Stacey
ESEA2009: English Changing: Implications for Policy, Teaching, and Research, 2009年, ［招待有り］, ［国際会議］ - More learner autonomy with less frustration
Graves, Nanci & Stacey Vye
ILA2009 Independent Learning: Building on Experience and Seeking New Perspectives, 2009年, ［招待有り］, ［国際会議］ - Self-reflection for learner and teacher autonomy
Graves, Nanci & Stacey Vye
ILA2007 Conference: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines, 2009年, ［招待有り］, ［国際会議］ - Using music for listening and discussion in the classroom
Vye, Stacey
Learner Development SIG of JALT Retreat 2008: Crossing Boundaries: An Interdisciplinary Approach to Learner Autonomy, 2008年, ［招待有り］, ［国内会議］ - Teaching autonomy: Practical frustration busters
Graves, Nanci & Stacey Vye
JALT2008 Conference: Shared Identities: Our Interweaving Threads, 2008年, ［招待有り］, ［国際会議］ - Perceptions of first-year university students’ language learning after six years of secondary instruction in Japan.
Vye, Stacey
1911年04月, ［国内会議］ - Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).
Vye, Stacey
Workshop Booklet., 1908年09月, ［国際会議］ - Designing effective cross-disciplinary inquiry is not a boring matter
Vye, Stacey
9th International Symposium on Business and Social Sciences (ISBSS) Conference., 1907年02月, ［国際会議］ - Learning about our learners through the L2 motivational self system: First-year university students’ perceptions in Japan
Hughes, Leander, Debjani Ray & Stacey Vye
［国内会議］
- 2021年04月 - 現在
埼玉大学英語教育センター教授（2013年4月より准教授） 2008年4月～現在, 埼玉大学, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
• Design and coordinate the English academic writing program, empowering intermediate ELLs to self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 7th or MLA 9th non-plagiarized drafts with ample feedback.
• Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access.
• Design and teach curriculum for the undergraduate academic courses on writing, communication, preparation for pathways to study abroad, intercultural global citizenship, creativity and innovation, and self-directed learning
• A hiring committee member recruiting qualified teachers to support local and international college students
• English humanities entrance exam committee in a bilingual environment, 学部専門科目 - 2013年04月 - 2021年03月
埼玉大学英語教育センター教授（准教授） 2008年4月～現在, 埼玉大学, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
• Designed and coordinated the English academic writing program, empowering intermediate ELL self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 6th or MLA 8th non-plagiarized drafts with ample feedback.
• Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access., 学部専門科目 - 2008年04月 - 2013年03月
助教授, 埼玉大学, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
• Designed and coordinated the English academic writing program, empowering intermediate ELL self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 7th or MLA 9th non-plagiarized drafts with ample feedback.
• Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access.
• English humanities entrance exam committee in a bilingual environment, 学部専門科目 - 2005年04月 - 2008年03月
助教授, 明海大学, • Taught English for academic purposes to English majors and required English courses for Japanese language, economics, real estate, hospitality, and tourism majors at beginner, intermediate, and advanced levels of English
• Collaborated with the instructors of the English center, ELLs, its resources, and instructional materials
• Committees: general education center, intensive language program (ILP), and the English Speaking Salon (ESS), 学部専門科目 - 2003年04月 - 2005年03月
助教授, 国際医療福祉大学, • Taught required English courses for the English Center that were consistent with course guidelines and outcomes for learner-centered classes at the basic, fundamental, to upper-intermediate English proficiency levels
• Designed course materials and prepared collaborative weekly English-learning strategy sessions
• Participated in university committee work, including the faculty development committee, the general language center committee, and the intensive English program (IEP), in a bilingual environment, 学部専門科目
■ 共同研究・競争的資金等の研究課題
- Ｌｅａｒｎｉｎｇ Ｃｅｎｔｅｒ Ｎｅｅｄｓ Ａｎａｌｙｓｉｓ
日本学術振興会, 科学研究費助成事業, 基盤研究(C), 2011年 - 2013年
VYE Stacey, 埼玉大学
配分額（総額）：2860000, 配分額（直接経費）：2200000, 配分額（間接経費）：660000
学習者が自律的に設計した学習計画と、改善が望まれる学習技能に費やしたと自己申告された時間が、IELTSの4技能のセクションにて習熟度を高めるのに貢献するかを研究した。英語学習者である大学生ボランティア20人の学習開始前と学習後のテスト結果と、自律学習実践のデータを関連させた。彼らは23週、週1回90分のゼミで集まった。データは、学習者の省察、出口調査、本研究者の記録、学習前後のIELTSのスコアを含む。研究では制約もあったが、楽しみのため自己選択した学習に週6.5-8.5時間以上、向上させたい分野に活発に従事することで、習熟度が高まるという結果を得た。自律学習は語学熟達に利点があると示唆する。
課題番号：23520664
- 学習者ディベロップメント研究部会誌
監修, 審査・評価, 学術調査立案・実施, 査読
学習者ディベロップメント研究部会誌, 学習者ディベロップメント研究部会誌, 2023年11月 - 現在
学会・研究会等, Theme: Engaging With and Exploring Autonomy, Creativity, and Well-Being for Learner Development
Call for Stories of Practices and Practice-Related Reviews
Deadline: February 4th, 2024
Email: LDJ.Issue9@gmail.com
Editors: Stacey Vye, Rob Moreau, Amelia Yarwood, Ivan Lombardi
We are language teachers and practitioner researchers who share a common interest in learner autonomy, creativity, and the well-being of teachers and learners alike. For Issue 9 of the Learner Development Journal (LDJ9), we would like to bring together a group of practitioners who are actively engaged in exploring learner development and who are eager to discuss questions and puzzles related to their practice.
Overview
If you are interested in exploring questions like the following, please consider submitting a proposal for LDJ9:
What puzzles do you have about developing the interconnections between learner autonomy, creativity, and well-being?
How might you bring those pieces together in engaging projects and understand them in new ways?
What are your experiences as practitioners in such engagements with your learners (and/or with other people that you work with)?
How do we/you/our learners break through into new practices, spaces, and ways of creative participation in learning?
What challenges and questions come up for you and your learners in these processes of change in learner development? Why?
What stories of practice would you and/or your learners like to share and develop to foster autonomy, creativity, and well-being for learner development?
For LDJ9, we would very much like to bring together a group of practitioners (teachers and students/learners) to create an original collection of stories of practices for learner development and of practice-related reviews on interrelationships between autonomy, creativity, and well-being.
We warmly invite contributions from diverse areas of language education from primary through to tertiary, and/or in other relevant contexts, in Japan and other countries. Prospective contributors should focus on practitioners’ and students’ stories and reflections, both individual and collective, generated in practice and explored through inquiry, reflection, and practitioner research.
Possible areas of activity and inquiry
We hope contributors will be interested in exploring areas such as:
Multimodal learner development projects and activities that involve visual arts, music, drama, poetry, photography, video, literature, manga, anime, or other creative arts
Community-based projects and activities where teachers and learners engage with local organizations/organisations, communities, and networks, foster creativity together, and develop their sense of well-being
Experiences with mindfulness practices for learner development like guided meditation, reflective journaling, collaborative dialogues, and personal story-sharing
Working with digital storytelling tools to create and share stories of autonomy, creativity, and well-being for learner development
Learners’ and teachers’ experiences with translanguaging and how they relate to translanguaging for developing well-being in learning communities
Learners’ creative engagement with critical theories (e.g., critical race, gender, intersectionality, disability theories) within the classroom and different social spaces
Innovative and holistic assessment practices that embrace creativity and well-being as areas of focus in helping teachers and learners reflect on and understand their development from new whole-person perspectives.
If there are other areas of activity and inquiry that appeal to you about engaging with and exploring interrelationships between autonomy, creativity, and well-being, then please feel free to contact us by email
Developing a community of practices together
Our aim is to make the collaborative process of LDJ9 supportive and inclusive by creating a stimulating and enjoyable community of practice for practitioner research and story writing. We warmly encourage co-constructed inquiries, co-authorship, and joint participation of students/learners in stories and writing.
As a contributor to LDJ9, you will be expected to collaborate with other contributors at different points in the development of your practices, explorations, practitioner-research, and writing, for example, engaging in discussions of your practices, sharing writing, responding to each other’s drafts, and taking part in online and/or face-to-face conversations.
Writing with a personalized/personalised reflective quality
LDJ9 will feature two main types of writing: STORIES OF PRACTICES & PRACTICE-RELATED REVIEWS. Both genres invite contributors to experiment with narrative and reflection in personalised/personalized ways.
With STORIES OF PRACTICES at 4,000-5,000 words, we are looking for around 6-10 contributions, each with a strong personalised/personalized reflective quality. We invite contributors to LDJ9 to:
ground their writing in practice-driven concerns and questions that they have about engaging with and exploring projects for learner autonomy, creativity, and well-being
write their stories in personalized/personalised, reflective ways
include different voices
relate their stories to arguments and debates in the wider field where appropriate, and
write questioningly to construct their critical understanding and reflection on practices, discourses, and theorisations/theorizations to do with exploring learner autonomy, creativity, and well-being for learner development.
write in your preferred variety of English that supports your creative flow. Your editors will honour/honor your distinct written voice.
Stores of Practices may include reader responses, artifacts/artefacts, and other multi-vocalic elements to help make your writing interactive and dialogic. We encourage contributors to consider how they might use narrative, critical incidents, dialog/dialogue, interview, and other interactive elements (for example, visual, video, web, multimodal, digital, multimedia) to enhance the personalized/personalised and reflective quality of their stories.
For PRACTICE-RELATED REVIEWS, we would like to include reflective commentaries of around 2,500-3,000 words that relate your review of one of the following published books to your own local learner development practices and concerns. Here we hope to get an inspection copy to share with you. You are welcome to focus on specific chapters/parts in a particular book:
Learner Autonomy
Murray, G., & Lamb, T. (2018). Space, place and autonomy in language learning. Routledge. https://doi.org/10.4324/9781317220909-1
Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Multilingual Matters. https://doi.org/10.21832/9781783098606
Creativity
Jones, R. H., & Richards, J. C. (Eds.) (2016). Creativity and language teaching: Perspectives from research and practice. Routledge. https://doi.org/10.4324/9781315730936
Resnick, L. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press. https://doi.org/10.7551/mitpress/11017.001.0001
Well-Being
Lemon, N. (Ed.). (2022). Creative expression and wellbeing in higher education: Making and movement as mindful moments of self-care. Taylor & Francis. https://doi.org/10.4324/9781003207863
Project-Based Learning
Gras-Velázquez, A. (Ed.) (2019). Project-based learning in second language acquisition. Routledge. https://doi.org/10.4324/9780429457432
Staged development of research and writing
Rather than working exclusively towards a full draft from the outset, we feel it is more productive and enriching to build on, re-work, and extend your stories of practices and practice-related reviews in stages through sharing incomplete drafts, discussing them, and getting peer responses from other contributors. This will be in addition to receiving later feedback from LDJ Review Network members, and the LDJ9 editors.
Proposed stages of development:
NOTIFICATION OF ACCEPTANCE: Sunday, February 18th, 2024
FIRST PIECES OF WRITING: Stories of practices: 1,200-1,500 words; Practice-related reviews: 600-1,000 words; peer responses (April/May 2024)
SECOND PIECES OF WRITING (building on, re-working, and extending the first piece): Stories of practices: 2,500-3,000 words; practice-related reviews: 1,200-1,800 words; peer responses. Choice of blind peer or open review by LDJ Review Network members (September/October 2024, with review in November/December 2024)
THIRD PIECES OF WRITING (building on, re-working, and extending the second piece): Stories of practices: Full drafts of 4,000 to 5,000 words; practice-related reviews: Full drafts of 2,500-3,000 words (February/March 2025)
FINALIZATION/FINALISATION OF ALL TEXTS: Includes abstracts and keywords (English and Japanese or another language), statement of the review process (open or blind peer review – see below), and author bios (English and Japanese or another language) (June, July, August 2025)
PUBLICATION: The digital journal will be made available on the Learner Development Journal website, with copies sent to contributors (October/November 2025)
Choice of open or blind peer review
In keeping with established LDJ practices, contributors have a choice between blind peer review and open peer review by members of the Review Network and guest reviewers invited for LDJ9. For more details, see https://ldjournal.ld-sig.org/peer-review-process/., 国際学術貢献 - Advisor Educator Program Certificate (As a TA to Certified Online Course Instructor): Research Institute for Learner Autonomy Education (RILAE)
学術調査立案・実施
2023年03月 - 現在
学術調査, Advisor Educator’s Certification in March 2023
-Attend at least three or more RILAE Advisor Education courses (or equivalent) as a TA (or have similar/equivalent relevant training experience), with participation in each course for at least two weeks.
-Participate actively in the online forum and pre-class discussions.
Have a minimum of 100 hours of advising experience (or have similar/equivalent one-to-one sessions). If not, applicants can demonstrate advising expertise in another way, for example, by conducting a demonstration advising session with one of the RILAE instructors.
-Have a minimum of 20 hours as a mentor/trainer (this can include time spent helping as a TA for RILAE courses). If not, applicants can demonstrate advisor mentoring/training expertise in another way, for example, by conducting a demonstration mentoring session with one of the RILAE instructors as a mentor.)
-Submit a report showing evidence of the above. You may also include a list of your relevant publications and presentations if applicable.
The report will be evaluated by two senior RILAE instructors, plus one external evaluator., 国際学術貢献 - Learning Advisor Education Program Certificate (Online), Courses 1-5: Research Institute for Learner Autonomy Education (RILAE)
その他
2021年04月 - 2022年03月
学会・研究会等, Learning Advisor Education (LAE) Program: Becoming a Professional in Promoting Autonomy through Reflective Dialogue
The Learning Advisor Education (LAE) program enables you to become a professional advisor and a skilled practitioner in conducting reflective dialogue with learners to promote autonomy. The LAE program includes five courses (Getting Started, Going Deeper, Becoming Aware, Transformation, and Becoming an Autonomous Teacher Leader) by providing initial and continuing education for those who wish to become professional advisors. On completion of each course in the LAE program, you will receive a Certificate from RILAE, Kanda University of International Studies: Courses 1 to 5
- Treasured colleagues’ and friends’ interwoven reflections for advisors and teachers that support learner wellbeing
2025年03月, ［インターネットメディア］
この卒業シンポジウムの発表では、アドバイジングセッションや教室内で学習者のアイデンティティやウェルビーイングを強化するため活用されている、同僚や友人たちの互いに影響を与えあうリフレクションの実践を紹介します。これらのアドバイジングのテクニックとは、青木直子（2013; 2019）のアドバイザー向け「Can-do」ステートメント、Satoko Kato ＆ Jo Mynard（2016）のアドバイジングにおけるリフレクティブ・ダイアローグ、そしてScott Shelton-Strong & Giovanna Tassinari（2022）のアドバイジングにおける学習者の心理的ニーズです。これらの著者たちは、私が「共感と想像力の活用」、「学習者への積極的な関心」、そして「適切な程度の指導」と呼ぶ3つの相互に関係する手法を提供しています。, In this short graduation symposium talk, I will share the work of treasured colleagues’ and friends’ interconnected reflections utilized to empower learners’ identities and wellbeing during advising sessions or in classrooms. These advising techniques are Naoko Aoki’s (2013; 2019) can-do statements for advisors, Satoko Kato and Jo Mynard’s (2016) reflective dialogues for advising (2016), and Scott Shelton-Strong and Giovanna Tassinari’s (2022) learner’s psychological needs in advising. These authors provide three lovely interwoven strategies that I term empathy and utilizing imagination, a willingness to focus on the learner, and addressing the issue with appropriate degrees of directiveness.