Cameron Romney
Kyoto Women's University, English, Faculty Member
- Doshisha University, Global Communications, Faculty MemberUniversity of Marketing and Distribution Sciences, Commerce, Faculty Memberadd
- Cameron Romney has taught ESL/EFL in both the United States and Japan for more than 20 years. He holds an MA in Appli... moreCameron Romney has taught ESL/EFL in both the United States and Japan for more than 20 years. He holds an MA in Applied Linguistics from the University of Colorado at Denver and a graduate certificate in Instructional Design from the University of Wisconsin Stout. His research interests include visual design and language learning materials and the teaching and testing of spoken language.edit
Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout,... more
Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.
Research Interests:
Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion... more
Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive. 商業用に出版されているELT教科書に見られる画像は、多様性の無さと受容力の無さについて批判されている。中でも画像に示されている人物の性別の偏り（Cook 2005, 2015; Datzman, 2015）と民族の多様性に対する偏り（Kim, 2012; Otlowski, 2003）が指摘されている。BabaiiとAnsary（2003）は、1970年代から2003年の約30年でほぼ何も変化していないと指摘する。本研究では、日本で一般的に使用されている2種類のELT教科書の1980年代〜1990年代に出版された...
Research Interests:
Research Interests:
Compared to General English (GE) textbooks, university students often struggle with Business English (BE) textbooks. It is commonly assumed that a lack of business knowledge and experience is the cause of these difficulties. An... more
Compared to General English (GE) textbooks, university students often struggle with Business English (BE) textbooks. It is commonly assumed that a lack of business knowledge and experience is the cause of these difficulties. An examination comparing the activities in both BE and GE textbooks was conducted to determine if there are different activities in BE textbooks that might cause difficulty. Six textbooks were compared. Results show that while there is a significant overlap in the kinds of activities in both types of textbooks, the BE textbooks included more complicated activities which were not found in the GE books.
Research Interests:
Research Interests:
This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where... more
This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where this selection took place, the issues that brought the need for a change forth, and the steps taken to make the necessary changes. A brief review of textbook selection issues is discussed followed by an explanation of the rubric created and how it was applied. Finally, the results of the selection, a discussion about the processes, and pedagogical and institutional implications are discussed.
Research Interests:
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever... more
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Bloom’s taxonomy. The second employs the use of simple academic topics as a means of scaf folding the academic skills needed to research and then orally present findings. In the t...
Research Interests:
Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency and increases student performance (Diemand-Yauman, Oppenheimer, & Vaughan (2010). However, Romney (2018b) has suggested typographic disfluency... more
Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency and increases student performance (Diemand-Yauman, Oppenheimer, & Vaughan (2010). However, Romney (2018b) has suggested typographic disfluency negatively impacts L2 learners and further predicts that using the same typeface as their coursebooks should increase reading performance. To test these two assumptions, 68 students in three intermediate level general English classes at a Japanese university engaged in an exploratory reading assignment. Students were given one of three handouts at random: one with the coursebook typeface, one with a equally common typeface, and one with a disfluent typeface. Results show that students reading text using the same typeface as the coursebook had the fastest time completion and highest comprehension rates. Students engaged in disfluent reading had the slowest time completion and the lowest comprehension rates. This study argues that disfluent typefaces negatively impact L2 learners. , , (Diemand-Yauman, Oppenheimer, & Vaughan (2010) , Romney (2018b) , 2 , 68 3 1 , , , , , Reading fluency is one of the core components of reading and is often neglected in L2 instruction (Grabe quickly and easily make sense of a text (Anderson, 2014). It is influenced by a number of factors including the background knowledge on the topic, and cognitive
Research Interests:
Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion... more
Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive.
Research Interests:
This paper reports the results of using the three-category classification system of decorative, instructional and supportive proposed by Romney (2017). Images in three ELT textbooks were analyzed. Results show that the majority of images... more
This paper reports the results of using the three-category classification system of decorative, instructional and supportive proposed by Romney (2017). Images in three ELT textbooks were analyzed. Results show that the majority of images were neither decorative nor instructional, but were connected to the content and may help reinforce learning. These types of images are best classified as supportive, demonstrating the need for a more robust classification system.
Research Interests:
This paper is a report on an examination of 298 commercially published ELT coursebooks commonly used in Japan to determine if one typeface, or style of typeface, is more common than another. Although no single typeface or typeface style... more
This paper is a report on an examination of 298 commercially published ELT coursebooks commonly used in Japan to determine if one typeface, or style of typeface, is more common than another. Although no single typeface or typeface style could be identified as the most common overall, the results did show that for the narrow category of model answers, the most common typeface style was handwriting. Furthermore, it was found that most coursebooks used multiple typefaces, but usually no more than 2 or 3, and that coursebooks that used only a single style were more likely to use a serif typeface. Finally, results showed that most coursebooks followed traditional typographic conventions by using a serif typeface for content and a sans serif typeface for titles, headings, etc.
Research Interests:
Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc containing audio recordings for use during the lessons. Many publishers also make these audio recordings available on their websites. This... more
Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc containing audio recordings for use during the lessons. Many publishers also make these audio recordings available on their websites. This study looks into student preferences for accessing the textbook audio recordings. Students were given a homework assignment to relisten to the scripted conversations used in class. The students could choose to use the recordings on the disc included with the textbook or the recordings on the publisher's website. The website recordings could be accessed by either manually entering a Uniform Resource Locator (URL) or scanning a Quick Response (QR) code with a smartphone. The method the students used for accessing the multimedia was logged for each homework assignment, and the students were surveyed at the end of the semester about their preferences. The results show that the students overwhelmingly preferred to access the audio recordings online with their smartphone via a QR code.
Research Interests:
The term small talk often carries connotations of triviality and inconsequentiality and stands in contrast to “big talk” (i.e., “serious” talk with concrete goals, outcomes, and purposes). The assumption that small talk is meaningless may... more
The term small talk often carries connotations of triviality and inconsequentiality and stands in contrast to “big talk” (i.e., “serious” talk with concrete goals, outcomes, and purposes). The assumption that small talk is meaningless may be widely held but is actually mistaken. Small talk (or phatic communication) serves a vital social function, and it suffuses “big talk.” Being able to engage in phatic communication is a vital skill but one that many L2 learners struggle with, in part because the social, interpersonal, and context-bound nature of small talk may render it unsuitable for the institutional demands of formal education contexts. This paper outlines some features of small talk and suggests practical classroom activities developed to improve students’ small talk abilities.
Research Interests:
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever... more
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Blooms taxonomy. The second employs the use of simple academic topics as a means of scaffolding the academic skills needed to research and then orally present findings. In the third approach, teachers can develop a peer-mentoring program in which returnee students present to and guide students who are preparing to study abroad.
Research Interests:
Teacher-writers creating handouts for their classrooms should be concerned with the visual elements of the document (Romney, 2006) including how they use images. is paper proposes a three category, four purpose typology of images in... more
Teacher-writers creating handouts for their classrooms should be concerned with the visual elements of the document (Romney, 2006) including how they use images. is paper proposes a three category, four purpose typology of images in language learning materials. Images can be decorative, strongly or weakly supportive, or instructional. Decorative images help materials achieve impact and make materials less intimidating. Supportive images help establish context and can activate a student’s schema on the topic. Instructional images require the student to use the image to complete a learning task or activity. is paper also discusses other concerns when teachers add images to their handouts and includes examples of teacher made handouts using images.
Research Interests:
Learning the vocabulary of a foreign language is a major task facing the language learner. In addition to the scale of the task, it must also be recognized that vocabulary often encodes cultural viewpoints and values and that it is often... more
Learning the vocabulary of a foreign language is a major task facing the language learner. In addition to the scale of the task, it must also be recognized that vocabulary often encodes cultural viewpoints and values and that it is often difficult for learners and teachers alike to tease out these aspects when seeking to define vocabulary in the classroom. In addition to using metalanguage to explicate vocabulary, the increasingly digitized and connected world we live in affords us an opportunity to exploit the visual resources available on-line, namely, using image searches to visualize vocabulary. Visualization can help overcome issues such as circularity and obscurity in definitions and also reveal nuanced cultural perspectives that are embedded within words that are supposedly synonyms. This paper details the results of image searches for common words such as play, scold and drugs and their Japanese counterparts. The results reveal multifaceted differences in cultural perspectives of these words. In addition to helping with vocabulary acquisition, comparison of images can, it is suggested, develop critical thinking skills and exploit the increased visual literacy of 21st century digital natives.
Research Interests:
Making great language learning materials is not only about the content but also how that content is presented. Research has shown that visual design influences both student comprehension of the materials and motivation to use the... more
Making great language learning materials is not only about the content but also how that content is presented. Research has shown that visual design influences both student comprehension of the materials and motivation to use the materials. This paper reviews some basic principles of visual design and discusses some of the common visual elements of language learning materials in hopes of offering some best practices regarding visual design with an eye towards improving student outcomes.
Research Interests:
Today’s students are more comfortable using language learning materials that incorporate both text and images, and teacher–writers creating materials for use in their own classrooms should be considering including images. Teacher–writers... more
Today’s students are more comfortable using language learning materials that incorporate both text and images, and teacher–writers creating materials for use in their own classrooms should be considering including images. Teacher–writers should be aware of the copyright issues related to using images in language learning materials including local copyright laws, as well as alternatives such as paid licenses, creative commons, and public domain images. Additionally, teacher–writers should be aware of alternatives for finding suitable images beyond mainstream image search functions such as Google. This paper outlines issues related to licensing and copyright, including the educational exemption under Japanese copyright law. In addition, it presents some advantages and disadvantages for several leading online sources of images including Google Images, Flickr, iStockphoto, and Wikimedia as well as some other minor online image sources.
Research Interests:
When evaluating speaking many teachers focus only on a narrow definition of accuracy, namely how grammatically correct were the student's utterances. However, speaking is a far more complicated matter. Furthermore, not all speaking is the... more
When evaluating speaking many teachers focus only on a narrow definition of accuracy, namely how grammatically correct were the student's utterances. However, speaking is a far more complicated matter. Furthermore, not all speaking is the same; presentations, conversations, and interviews are different genres of speaking and have different features. Matching the test construct to the instructional content for speaking courses requires matching evaluation methods with instructional ones. This paper briefly outlines some of the defining characteristics of speaking genres, and discusses some issues related to commonly used methods for evaluating student speaking ability and offers some practical suggestions for teachers.
Research Interests:
This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where... more
This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where this selection took place, the issues that brought the need for a change forth, and the steps taken to make the necessary changes. A brief review of textbook selection issues is discussed followed by an explanation of the rubric created and how it was applied. Finally, the results of the selection, a discussion about the processes, and pedagogical and institutional implications are discussed.
Research Interests:
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever... more
This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carr ying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Blooms taxonomy. The second employs the use of simple academic topics as a means of scaffolding the academic skills needed to research and then orally present findings. In the third approach, teachers can develop a peer-mentoring program in which returnee students present to and guide students who are preparing to study abroad.
Research Interests:
Many teachers have little or no say in coursebook selection, and despite publisher claims that course- books provide everything a teacher requires, no coursebook can actually satisfy all student and teach- er needs. Therefore, many... more
Many teachers have little or no say in coursebook selection, and despite publisher claims that course- books provide everything a teacher requires, no coursebook can actually satisfy all student and teach- er needs. Therefore, many teachers make their own materials to be used as supplements for their text- book. This paper introduces a systematic approach developed by the author called ACoPE: analyze, consult, produce and evaluate. First, teacher–writers analyze their textbooks to determine the theme, linguistic features and the communicative functions of the coursebook. Next, teachers consult other teaching materials to find alternatives to their current textbook. After this, teacher–writers produce supplements based on the analysis and consultation. Finally, teacher–writers evaluate the effective- ness of the supplement after using it in class, and make any changes that are needed. Using the ACoPE system can simplify and reduce the amount of time needed to create supplemental materials.
Research Interests:
Teachers who write handouts face a dilemma: how to maximize the information presented in the limited space of a page or two. One possible solution is to encode extra information into a Quick Response (QR) code, which has the additional... more
Teachers who write handouts face a dilemma: how to maximize the information presented in the limited space of a page or two. One possible solution is to encode extra information into a Quick Response (QR) code, which has the additional benefit of adding multimedia to handouts. The author has been creating handouts with QR codes for the last 10 years. This paper describes some of these materials and has examples of QR codes that reduce the amount of space needed for text and add media to in-class worksheets, homework assignments, and administrative documents.
Research Interests:
Teacher use of the student’s L1 in EFL classrooms is a controversial issue with the preference among native English-speaking teachers toward monolingual classrooms using only English. Although trained to use only English in the classroom,... more
Teacher use of the student’s L1 in EFL classrooms is a controversial issue with the preference among native English-speaking teachers toward monolingual classrooms using only English. Although trained to use only English in the classroom, the author found that as his ability in the student’s L1 improved, his interactions with students were decreasingly in English and that the students seemed less likely to use English. An action research project was initiated to see if the teacher no longer used the student’s L1, this would increase their use of English. Two Japanese university English courses were selected. In one course the teacher used both languages and in the other used only English. It was found that students preferred their teacher to use both languages and used English more in the bilingual classroom, while many students did not attempt to communicate at all in English in the monolingual classroom. An “English first” policy is suggested for use in the classroom, with the teacher switching to the students’ L1 and allowing students to do so, when necessary.
Research Interests:
Three English as a Foreign Language (EFL) textbooks produced by major English Language Teaching (ELT) publishers were surveyed to determine the possible learning functions images play in the texts. Building on the work of previous studies... more
Three English as a Foreign Language (EFL) textbooks produced by major English Language Teaching (ELT) publishers were surveyed to determine the possible learning functions images play in the texts. Building on the work of previous studies (Hill, 2003; Romney & Bell, 2012) and using a typology by Levin (1981), the study considered six functions including five learning functions in addition to one noneduca- tional, decorative function. The study was able to identify images for five of the six functions considered and concluded that while many images in ELT textbooks do not have active learning tasks for students, the majority of images still had a passive learning function.
Research Interests:
An analysis was conducted of several business English textbooks produced by major ELT publishers to determine what possible role graphics, e.g. photographs and illustrations could play in the texts. The results show that most graphics are... more
An analysis was conducted of several business English textbooks produced by major ELT publishers to determine what possible role graphics, e.g. photographs and illustrations could play in the texts. The results show that most graphics are merely decorative and serve little if any substantial pedagogical role.
Research Interests:
More and more schools in Japan are requiring potential teachers to submit a rirekisho, a Japanese resume. While a seemingly straightforward task, rirekisho have a number of conventions and a writing style that is unfamiliar to many... more
More and more schools in Japan are requiring potential teachers to submit a rirekisho, a Japanese resume. While a seemingly straightforward task, rirekisho have a number of conventions and a writing style that is unfamiliar to many non-Japanese. This paper introduces rirekisho and breaks a basic rirekisho form down by section to demonstrate, in a step by step way, how to write one.
Research Interests:
English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardize first year compulsory English classes. When revising this textbook, we were faced with a difficult question: How can a textbook revision... more
English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardize first year compulsory English classes. When revising this textbook, we were faced with a difficult question: How can a textbook revision be true to the intent of the original authors, but also offer substantial improvements? The paper discusses this challenge and shows specific examples of the textbook was revised.
Research Interests:
Most teachers give students handouts. Whether syllabi, activities or homework, handout content is only half the document. The other half is its layout or visual appeal. While lots of thought and energy go into the creation of content,... more
Most teachers give students handouts. Whether syllabi, activities or homework, handout content is only half the document. The other half is its layout or visual appeal. While lots of thought and energy go into the creation of content, often visual elements are ignored. This article urges teachers to think about these visual elements and offers some simple, concrete suggestions for improving the visual appeal of classroom handouts.
Research Interests:
A discussion of typeface considerations for use with ELT materials.
Research Interests:
Researchers have suggested that ELT materials should be created in a more systematic way. This presentation proposed a systematic creation process by introducing an Instructional Design model called ADDIE (Analyze, Design, Develop,... more
Researchers have suggested that ELT materials should be created in a more systematic way. This presentation proposed a systematic creation process by introducing an Instructional Design model called ADDIE (Analyze, Design, Develop, Implement and Evaluate) and how it can be applied to the creation of ELT materials.
Research Interests:
Making great teaching materials is not only about the content but also how it is presented. Research has shown that visual design influences both student comprehension and motivation. This workshop offered some visual design best... more
Making great teaching materials is not only about the content but also how it is presented. Research has shown that visual design influences both student comprehension and motivation. This workshop offered some visual design best practices to improve student learning.
Research Interests:
TESOL 2015 International Convention & English Language Expo, Metro Toronto Convention Centre, Toronto, Ontario, Canada.
Research Interests:
Thailand TESOL International Conference 2015, Ambassador Hotel, Bangkok, Thailand.
Research Interests:
Winner of 2014 Best of JALT: Materials Writers Special Interest Group. JALT2014: Conversations Across Borders 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba... more
Winner of 2014 Best of JALT: Materials Writers Special Interest Group.
JALT2014: Conversations Across Borders 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, Tsukuba, Japan.
JALT2014: Conversations Across Borders 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, Tsukuba, Japan.
Research Interests:
KOTESOL-KAFLE International Conference, COEX Convention & Exhibition Center, Seoul, South Korea.
Research Interests:
AILA World Congress 2014, Brisbane Convention & Exhibition Centre, Brisbane, Australia.
Research Interests:
3rd Annual EFL Teacher Journeys Conference, Campus Plaza Kyoto, Kyoto, Japan.
Research Interests:
2014 JALT Pan-SIG Conference, Miyazaki Municipal University, Miyazaki, Japan.
Research Interests:
10th annual CamTESOL Conference on English Language Teaching, Institute of Technology Cambodia, Phnom Penn, Cambodia.
Research Interests:
Paperless: Innovation and technology in education, Kanda University of International Studies, Chiba, Japan.
Research Interests:
JALT 2013: 39th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Kobe Convention Center, Portopia, Kobe, Japan.
Research Interests:
at KoTESOL International Conference, Sookmyung Women’s University, Seoul, South Korea.
Research Interests:
TESOL 2013 International Convention and English Language Expo, Dallas Convention Center, Dallas, Texas, USA.
Research Interests:
9th Annual CamTESOL Conference on English Language Teaching, National Institute of Education, Phnom Penn, Cambodia
Research Interests:
9th Far Eastern English Language Teachers' Association (FEELTA) international conference, Far Eastern Federal University, Vladivostok, Russia.
Research Interests:
KoTESOL International Conference, Sookmyung Women’s University, Seoul, South Korea.
Research Interests:
3rd conference of the Asia-Pacific Rim Languages for Specific Purposes (LSP) and Professional Communication Association, University of Southern California, Los Angeles, CA, USA.
Research Interests:
JALT 2011: 37th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, National Olympics Memorial Youth Center, Tokyo, Japan.
Research Interests:
JALT Cue SIG 2011 conference, Toyo Gakuen University, Tokyo, Japan
Research Interests:
Asian Conference on Language Learning 2011, The Ramada Osaka Hotel, Osaka, Japan.
Research Interests:
PanSIG 2011 Conference of the Japan Association for Language Teaching, Shinshu University, Matsumoto Japan.
Research Interests:
TESOL 2011 International Convention and English Language Expo, Ernest N. Morial Convention Center, New Orleans, Louisiana, U.S.A.
Research Interests:
JALT2008: 34th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, National Olympics Memorial Youth Center, Tokyo, Japan.
Research Interests:
PanSIG 2018 Conference of the Japan Association for Language Teaching, Doshisha University, Kyoto, Japan.
Research Interests:
JALT2006: 32nd Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Kitakyushu International Conference Center, Kitakyushu, Japan
Research Interests:
The Japan Association for Language Education & Technology Conference, Kyoto Sangyo University, Kyoto Japan
Research Interests:
JALT2005: 31st Annual International Conference on Language
Teaching and Learning & Educational Materials Exhibition
Teaching and Learning & Educational Materials Exhibition
Research Interests:
Colorado/Rocky Mountain TESOL conference, Aurora, Colorado, USA
Research Interests:
Colorado/Rocky Mountain TESOL conference, Aurora, Colorado, USA
Research Interests:
Nara JALT Chapter meeting, Yamato Kaigishitsu, Nara, Japan.
Research Interests:
Note: Last minute replacement for cancelled featured speaker.
JALT 2014: 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, Tsukuba, Japan.
JALT 2014: 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, Tsukuba, Japan.
Research Interests:
Winner of 2011 Best of JALT: Iwate Chapter
JALT Iwate Chapter meeting, Aiina Center, Morioka, Iwate, Japan
JALT Iwate Chapter meeting, Aiina Center, Morioka, Iwate, Japan
Research Interests:
JALT Iwate Chapter meeting, Aiina Center, Morioka, Iwate, Japan.
Research Interests:
JALT Akita Chapter meeting, Akita International University, Akita, Japan.
Research Interests:
JALT 2010: 36th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Aichi Industry and Labor Center, Nagoya, Japan.
Research Interests:
A book review of Language Learning Beyond the Classroom edited by David Nunan and Jack C. Richards.
Research Interests:
Book review of Applied Linguistics and Materials Development. Brian Tomlinson (Ed.). New York: Bloomsbury Academic, 2013.
Research Interests:
A review of Passport to New Places: English for International Communication by Angela Buckingham and Norman Whitney. Oxford: Oxford University Press, 2004.
Research Interests:
This article is a description of a speaking activity for an ESL/EFL classroom that encourages students to go beyond short one-word answers and to give an interesting answer that encourages conversation. Due to copyright restrictions,... more
This article is a description of a speaking activity for an ESL/EFL classroom that encourages students to go beyond short one-word answers and to give an interesting answer that encourages conversation.
Due to copyright restrictions, the article cannot be reproduced here.
Due to copyright restrictions, the article cannot be reproduced here.
Research Interests:
Paper-based handouts are limited in a number of ways. There is limited space, and they are a single media. For teachers wanting to include digital media, whether it is audio/video media or more text than can fit on the handout, bring your... more
Paper-based handouts are limited in a number of ways. There is limited space, and they are a single media. For teachers wanting to include digital media, whether it is audio/video media or more text than can fit on the handout, bring your own device (BYOD) solutions with QR codes can be an effective alternative.
Research Interests:
A typeface recommendation for ELT teaching materials
Research Interests:
Copy not available.
Momoyama Language Teacher's Newsletter, 4 (1), 5-6.
Momoyama Language Teacher's Newsletter, 4 (1), 5-6.
Research Interests:
Copy not available.
Momoyama Language Teacher's Newsletter, 1 (6), 1-2.
Momoyama Language Teacher's Newsletter, 1 (6), 1-2.
Research Interests:
Copy not available
Momoyama Language Teacher's Newsletter, 3 (2), 5-6.
Momoyama Language Teacher's Newsletter, 3 (2), 5-6.
Research Interests:
Copy not available.
Momoyama Language Teacher's Newsletter, 1 (5), 4-5.
Momoyama Language Teacher's Newsletter, 1 (5), 4-5.
Research Interests:
Copy not available.
Momoyama Language Teacher's Newsletter, 2 (2), 7.
Momoyama Language Teacher's Newsletter, 2 (2), 7.
Research Interests:
A teaching tip for helping students review previously studied material.
Research Interests:
A discussion of record keeping handouts used in the classroom
Research Interests:
Handout for presenation at TESOL 2013 in Dallas, TX, USA. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page... more
Handout for presenation at TESOL 2013 in Dallas, TX, USA.
Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation
Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation
Research Interests:
Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout,... more
Handout for presentation at CamTESOL, February 2013.
Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.
Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.
Research Interests:
Handout for workshop conducted for Osaka JALT in January 2008, in response to the NOVA bankruptcy of November 2007. Recent instability in the Japanese job market for English teachers has many teachers looking for work or considering... more
Handout for workshop conducted for Osaka JALT in January 2008, in response to the NOVA bankruptcy of November 2007.
Recent instability in the Japanese job market for English teachers has many teachers looking for work or considering changing positions. While there is no one surefire technique for getting a job, there are many things job seekers can do to increase the likelihood of being hired.
Recent instability in the Japanese job market for English teachers has many teachers looking for work or considering changing positions. While there is no one surefire technique for getting a job, there are many things job seekers can do to increase the likelihood of being hired.
Research Interests:
The presentation handout for a presentation of a demonstration of how to match the visual design of a classroom handout to the visual design of a commercially available textbook given at Osaka JALT Tech day, July, 2007.