大学・短大・大学院教員紹介

英語科

学部長
宮内 妃奈 教授

  • 学位:文学修士、Master of Education(TESOL)
  • 出身大学:九州大学
  • 担当科目:「Seminar」「Reading」「米文学史」

専門分野

アメリカ文学(ウィリアム・フォークナー研究)

フォークナーは、20世紀初頭の近代化に沸くアメリカにおいて、ミシシッピの田舎に生きる人々を描き続けた作家です。現在でも、『八月の光』、『アブサロム、アブサロム!』などは、文庫で読むことができます。文章はとても難解ですが、時代を超え、国を超えて私たちに様々なことを訴えかける作品です。

主な研究業績

  • 「『響き』に『怒り』を込めて-『響きと怒り』におけるクエンティンの言葉について」『フォークナー』第10号、2008年

研究教育活動

日本アメリカ文学会、日本英文学会、映画英語教育学会 等に所属し、文学だけでなく英語教育に関しても研究分野を広げています。

学科長
Jack Brajcich 教授

  • 学位:修士
  • 出身大学:The University of Birmingham, U.K.
  • 担当科目:「基礎演習 」「Seminar」など

専門分野

Teaching English as a Second
Foreign Language

I am interested in several areas in the field of Teaching English as a Second/Foreign Language. Some of my interests include; pragmatics, culture, extensive reading and writing, process writing, pronunciation, and learning strategies.

主な研究業績

  • A Report on Project-Based Teaching and Learning Across the Multiple Intelligences 
    福岡女学院短期大学  紀要 第五十号 (英語英文学)
  • Developing a Global Perspective through Making One-Minute Videos
    福岡女学院短期大学  紀要 第四十八号 (英語英文学)
  • The Rhetorical Structures and Linguistic Features of Online Movie Plot Summaries
    福岡女学院短期大学  紀要 第四十七号 (英語英文学)

研究教育活動

Member of the Japan Association for Language Teaching (JALT) 

柴田 雄介 教授

  • 学位:Master of Arts in Phonetics、教育学修士
  • 出身大学:University College London
  • 担当科目:「Better English Pronunciation」「Podcasting」「English Phonetics」など
  • 資格:CELTA

専門分野

音声学

主な研究業績

  • 常行泰子, 柴英里, 松田弥花, 長谷川雅世, 柴田雄介 (2020). 「地域教育と学校教育における国際化を目指したヘルシーエイジングの授業実践」 『日本教育大学協会研究年報』 Vol.38, pp.153-162.
  • Shibata, Y., Taniguchi, M., Kim, Y. S., & Ioroi, T. (2018). Experiments on the Brief Intensive Method to Help Japanese Learners Perform English Tonicity. Journal of the English Phonetic Society of Japan, 22, 73-83.
  • Taniguchi, M., Lee, H.B., & Shibata, Y. (2017). Comparison of Korean and Japanese Rhythm (A case study). The Phonetician, 114, 58-71.
  • Taniguchi, M., Lee, H.B., & Shibata, Y. (2017). Comparison of Korean and Japanese Rhythm. Journal of the English Phonetic Society of Japan, 21, 313-320.
  • 上斗晶代, 谷口雅基, 伊達民和, 柴田雄介 (2017). 「日本語話者のための英語音声指導用ポートフォリオ」 『日本英語音声学会紀要』 Vol.21, pp.423-435.
  • Taniguchi, M., Shibata, Y. (2014). Features of Japanese Learners’ English Consonant Clusters and Elision: Towards the Development of a Common Japanese Framework of Reference for English Sounds. Journal of the English Phonetic Society of Japan, 19, 75-81.
  • Shibata, Y., & Taniguchi, M. (2012). Use of Multimedia PDF in Teaching and Learning English Pronunciation, Rhythm and Intonation. Journal of the English Phonetic Society of Japan, 16, 15-19.
  • Shibata, Y., & Taniguchi, M. (2011). Effect of Connected-Speech-Phenomena-and-Prosody-Centred Exercises on the Oral Production of Japanese Learners of English. Journal of the English Phonetic Society of Japan, 14&15, 201-208.
  • Taniguchi, M., Shibata, Y. (2008). Japanese Learners’ Perception and Production of Tonicity in English. Journal of the English Phonetic Society of Japan, 11&12, 41-53.
  • 柴田雄介, 横山志保, 多良静也 (2008). 「英語発音指導に関する実態調査」 『四国英語教育学会紀要』 Vol.28, pp.47-58. 

研究教育活動

音声学の中でも特に明瞭性に関する研究に興味があります。当該領域の研究結果を踏まえ、重要度が高くかつ日本語母語話者にとって困難な英語の文節音および超分節的特徴を学習者が習得するための授業計画や教材開発、学習方略の模索などに取り組んでいます。
My research interests have always been in Phonetics in general and intelligibility in particular. Based on the research outcomes in the field, I have been working on lesson planning, material development and learning strategies for Japanese learners focusing on some of the most crucial and challenging aspects of segmental and suprasegmental features of English speech sounds.

大芝 香織 准教授

  • 学位:文学修士
  • 出身大学:日本女子大学
  • 担当科目:「英検、Reading、Seminar」

専門分野

イギリス・ルネサンス期文学

イギリス・ルネサンス期の文学、主に劇作を中心に研究しています。作品と文化、政治や宗教等を考慮しつつ、劇作家や詩人の作品に込められた意図を考察しています。

主な研究業績

  • The Lady of May-二人の求婚者の考察 第49回シェイクスピア学会 (2010年10月16日)
  • 『から騒ぎ』におけるキューピッドの表象 福岡女学院大学短期大学部 紀要第51号(2015)
  • Gismond of Salerne-死をもたらすキューピッド-福岡女学院短期大学部 紀要第52号(2016)
  • 研究教育活動

    日本シェイクスピア協会、日本英文学会、日本スペンサー協会に所属しています。英米文学講読やSeminarの授業では、シェイクスピアの劇作を読みます。
    DVDや視覚資料を用いることで、学生の興味を引き出すことを目標にしています。

島居 佳江 准教授

  • 学位:比較社会文化修士(イギリス文学)、Master of Education (TESOL)
  • 出身大学:九州大学修士課程修了、九州大学博士後期課程単位取得退学、Temple University 修士課程修了
  • 担当科目:「英米文学講読・TOEIC・Reading」

専門分野

イギリス文学TESOL

主な研究業績

  • 「J. R. R. トールキンが封印した命名法と家系図」九大英文学65号, 2023.
  • 「Mrs. Dalloway とThe Heart of the Matter における自殺観の比較」福岡女学院大学短期大学部英語英文学紀要第59号, 2023.
  • 「God's Mandate in Shakespeare's Second Tetralogy」福岡女学院大学短期大学部英語英文学紀要第59号, 2023.
  • 「グレアム・グリーンが描く逆説的な神の愛」比較文化研究150号, 2023.
  • 「J. R. R. トールキンの戦いとカトリシズム」福岡女学院大学短期大学部英語英文学紀要第58号, 2022.
  • 「トールキンの鷲のシンボリズム」日本英文学会 英文学研究 第13巻, 2021.
  • 「カトリック作家 J・R・R トールキンの描く戦争」比較文化研究140号, 2020.
  • 「トールキン作品に見るサクラメントのシンボリズム」比較文化研究114号, 2014.
  • 「トールキンのカトリシズム」九州大学比較社会文化学府, 2012.
  • 研究教育活動

    TESOLで学んだ実用的な教育理論・技術は、日々の教育現場で活用、応用しています。また、イギリス文学ではThe Lord of the Ringsを書いたJ. R. R. Tolkienの作品を、主に神学、哲学の観点より研究しています。

J. Lake 准教授

  • 学位:Degree: B.S. Physical Science; MEd TESOL; Ph. D. Education
  • 出身大学:Education:
    1990 California Polytechnic State University, Bachelor of Science in Physical Science
    2003 Temple University, Master of Education in Teaching English to Speakers of Other Languages (TESOL)
    2015 Temple University, Ph. D. Education
  • 担当科目:Reading, Writing, Speaking, Test Preparation, Language Testing and Assessment

専門分野

Educational and Psychological Measurement Educational Psychology Positive Psychology Applied Linguistics Language Assessment

 I do research in the established field of Educational Psychology and in the relatively new field of Positive Psychology. This research is mainly focused on motivation and identity. I also do research on language skills and sub-skills. This research is mainly focused on achievement and assessment.

主な研究業績

Publications:

Book: 

Padilla, A. M., Chen, X., & Lake, J. (Eds). (2020). Positive psychology and learning a second or third language. Lausanne: Frontiers.

Journal articles: 

Obermeier, A., & Lake, J. (2020). The effects of positive psychology education in university foreign language classes: Measuring motivational changes in the English learning self over time. Kyoto University of Education Kiyo, 137, 141-155.

Chen, X., Lake, J., & Padilla, A. (2021). Grit and motivation for learning English among Japanese university students. System. doi: 10.1016/j.system.2020.102411

Chen, X., Lake, J., & Padilla, A. (2020). Self-views and positive psychology constructs among second language learners in Japan, Taiwan, and the United States. Frontiers in Psychology, 11, 1-11. doi: 10.3389/fpsyg.2020.02176

Chen, X., Lake, J., & Padilla, A. M. (2020). Self-views and positive psychology constructs among second language learners in Japan, Taiwan, and the United States, Frontiers in Psychology 11(2176), 1-11.

Dewaele, J-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research, Frontiers in Psychology 10(2128), 1-13.

Holster, T. A., Lake, J., & Pellowe, W. R. (2017). Measuring and predicting graded reader difficulty. Reading in a Foreign Language Journal, 29(2), 218-244.

Lake, J., & Holster, T. A. (2017). An interview wth J. D. Brown. The Language Teacher, 41(3), 24-26.

Lake, J., & Holster, T. A. (2017). Rasch analysis for dichotomous items. Japan Language Testing Association Journal, 201-206.

Holster, T. A., & Lake, J., (2016). Guessing and the Rasch model. Language Assessment Quarterly, 12(2), 124-141.

Lake, J., (2014). Curious readers and interesting reads: Developing a positive L2 reading self and motivation through extensive reading. Journal of Extensive Reading, 2, 13-27.

Book Chapters:

Kikuchi, K., & Lake, J. (2021). Positive psychology, positive L2 self, and L2 motivation: A longitudinal investigation. In K. Budzinska & O. Majchrzak, (Eds), Positive Psychology in Second and Foreign Language Education. Springer.

Padilla, A. M., Chen, X., & Lake, J. (2020). Introduction: Positive psychology and learning a second or third language. In Padilla, A. M., Chen, X., & Lake, J. (Eds). Positive Psychology and learning a second or third language. Lausanne: Frontiers.

Lake, J., (2016). Accentuate the positive: Conceptual and empirical development of the positive L2 self and its relationship to L2 proficiency. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.). Positive Psychology in SLA. (pp. 237-257), Bristol, UK: Multilingual Matters.

Lake, J., (2013). Positive L2 self: Linking positive psychology with L2 motivation. In M. Apple, D. Da Silva, & T. Fellner (Eds.). Language Learning Motivation in Japan. (pp. 225-244). Bristol, UK: Multilingual Matters. 

研究教育活動

Professional Activities:

Editorial work:

Associate Editor, Guest Associate Editor, and Reviewer for Frontiers in Psychology Journal 

Reviewer for the journal Language Testing 

Reviewer for Springer Publishers yearly Book Series on Pacific Rim Objective Measurement Symposium (PROMS) 

Editorial Committee for Japan Language Testing Association Journal

Editorial Committee for Japan Association College English Teachers Kyushu/Okinawa Chapter Journal

Editorial Committee for Shiken JALT Testing and Evaluation Journal 

Editorial Committee for Journal of Extensive Reading

 

Presentations:

Andrew Obermeier & J. Lake, “The positive psychological effects over time of content-based English learning focused on developing self-efficacy”, JALT International Conference, WINC Aichi, November, 2, Nagoya. 2019.

J. Lake. “The positive second language self over time” Pacific Rim Objective Measurement Society (PROMS) and Indonesian Psychometric Association (APSIMETRI), August 28, Surabaya, Indonesia. 2019.

Andrew Obermeier & J. Lake, “The positive psychological effects of content-based English learning focused on developing self-efficacy”, Psychology of Language Learning Conference, Waseda University, June 9, Tokyo. 2018.

J. Lake & Keita Kikuchi, “Positive psychology and the development of a model of positive L2 self” American Association of Applied Linguistics (AAAL), March 21, Portland, Oregon. 2017.

J. Lake & Keita Kikuchi. “Using rating scales and Rasch in the development of a model of positive L2 self”, Japan Association of Language Testing, University of Aizu, September, Aizu. 2017.

J. Lake. “Developing a vocabulary equation for second language learners” Pacific Rim Objective Measurement Society (PROMS), University of Malaysia, August, Sabah, Malaysia. 2017.

J. Lake & Keita Kikuchi. “Development of a model of positive L2 self using the Rasch model”, Pacific Rim Objective Measurement Society (PROMS), University of Malaysia, August, Sabah, Malaysia. 2017.

J. Lake. Invited presentation “Introduction to language assessments” Kyoto Chapter JALT, Campus Plaza, April 22, Kyoto. 2017.

J. Lake. “Invited presentation “Positive psychology and L2 motivation” Motivation Research and Practice Association, Waseda University, December 3, Tokyo. 2016.

J. Lake. “Investigating partial knowledge of items using Rasch analysis” Japan Language Testing Association (JLTA), Tokai University, September 18, Kanagawa. 2016.

Trevor Holster & J. Lake. “Guessing and the Rasch Model”, Japan Language Testing

Association (JLTA), Chuo University, September 6, Tokyo. 2015.

J. Lake & Trevor Holster. “Guessing and the Rasch Model” Pacific Rim Objective

Measurement Society (PROMS), August 24, Fukuoka. 2015.

Trevor Holster, J. Lake & William Pellowe. “Measuring extensive reading text difficulty”, Pacific Rim Objective Measurement Society (PROMS), August 22, Fukuoka. 2015.

J. Lake & William Pellowe. “Monitoring extensive reading using mobile phones”, Foreign Language Education And Technology (FLEAT), Harvard University, August 14, Boston. 2015.

 

所属学会

Professional Organizations:

Officer of the Fukuoka Chapter of the Japan Association of Language Teachers (JALT) (全国語学教育学会)

Member of The Japan Association of College English Teachers (JACET) (大学英語教育学会)

Member of the Japan Language Testing Association (JLTA) (日本言語テスト学会)

Member of the International Language Testing Association (ILTA)

外部資金の獲得状況

1. Co-recipient of grant-in-aid for scientific research from the Japan Society for the Promotion ofScience and the Japanese Ministry of Education, Culture, Sports, Science, and Technology withAndrew Obermeier, Kakenhi grant #19K00878 The Effects of Paired Associate Learning in University English Classes: Instructional Chunks and Learner Self-Efficacy

2. with Trevor Holster and William Pellowe, Kakenhi grant #25370643 Mobile System to Monitor Extensive Reading

活用可能な分野(社会への貢献等)

Motivation and identity are important for students in school and beyond so this type of research applies to theory and practice of learning for students currently in school. This research is also important for learning outside school so it applies to areas such as study abroad, service learning, and lifelong learning. Research in language assessment is important in all areas of education but especially applies to: curriculum design, language program design, materials design and development, learner diagnostics and achievements.

 

Message to Students

 

Trevor Holster 講師

  • 学位:Degree: B.A. Philosophy; M.App.Ling TESOL
  • 出身大学:Education:
    1994 The University of Auckland, Bachelor of Arts in Philosophy
    2005 The University of Southern Queensland, Master of Applied Linguistics (TESOL)
  • 担当科目:Speaking and Listening, English for Tourism, Cultural Studies, Writing, Intercultural Communication

専門分野

Applied Linguistics, Second Language Acquisition, Language Assessment My research has focused on extensive reading, peer-assessment, vocabulary acquisitions, and formative assessment. 

主な研究業績

Journal articles:

Holster, T. A., & DeLint, D. F. (2012). Output tasks and vocabulary gains. The Language Teacher, 36(2), 3-10. https://doi.org/10.37546/JALTTLT36.2-1

Holster, T. A., Pellowe, W. R., Lake, J. W., & Hahn, A. (2013). Learning by assessing in an EFL writing class. In Q. Zhang & H. Yang (Eds.), Pacific Rim Objective Measurement Symposium 2012 Conference Proceeding (pp. 93-108). Springer. https://doi.org/10.1007/978-3-642-37592-7_7

Holster, T. A., & Lake, J. W. (2015). From raw scores to Rasch in the classroom. Shiken, 19(1), 32-41. http://teval.jalt.org/sites/teval.jalt.org/files/19-01-32%20Holster%20Lake%20Rasch%20in%20Classroom.pdf Holster, T. A., & Lake, J. W. (2016). Guessing and the Rasch model. Language Assessment Quarterly, 13(2), 124-141. https://doi.org/10.1080/15434303.2016.1160096

Lake, J. W., & Holster, T. A. (2016). Rasch analysis for dichotomous items. JLTA Journal, 19(2), 201-206. Holster, T. A., Lake, J. W., & Pellow, W. R. (2017). Measuring and predicting graded reader difficulty. Reading in a Foreign Language, 29(2), 218-244.

Holster, T. A. (2017). Cloze-elide as a classroom reading test. Shiken, 21(2), 1-19. http://teval.jalt.org/sites/teval.jalt.org/files/21_02_01_Holster_Cloze_Elide.pdf

Allen, D., & Holster, T. A. (2021). Investigating cross-linguistic similarity ratings: A Rasch analysis. Shiken, 25(1), 22-38. https://doi.org/10.37546/JALTSIG.TEVAL25.1-3

Holster, T. A., & Lake, J. W. (2022). Modeling vocabulary size using many-faceted Rasch measurement. Shiken, 26(1), 1-19. https://doi.org/10.37546/JALTSIG.TEVAL26.1-1

研究教育活動

Professional Activities:

Editorial work:

Editor: Shiken

Reviewer: Reading in a Foreign Language

Reviewer: Language Testing

Reviewer: Language Assessment Quarterly

Presentations:

Holster, T. A. (2007, 27 January). Identity and proficiency: Meaningful approaches to learning and assessment, Fukuoka JALT January 2007, Fukuoka.

Holster, T. A. (2007, 23 November). Identity and proficiency: Meaningful approaches to learning and assessment. 33rd JALT International Conference, National Olympics Memorial Youth Center, Tokyo.

Holster, T.A. (2008, 23 September). How high can they jump: An introduction to Rasch measurement, Fukuoka JALT September 2008, Fukuoka.

Holster, T. A. (2010, June 29). Vocabulary translation difficulty: A Rasch perspective PROMS 2010: The Pacific Rim Objective Measurement Symposium, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Holster, T. A., & DeLint, D. F. (2010, 20 November). Letting the words out: Output and vocabulary gains 36th JALT International Conference, WINC Aichi, Nagoya.

Holster, T. A., & DeLint, D. F. (2010, July 1). Measuring vocabulary gains PROMS 2010: The Pacific Rim Objective Measurement Symposium, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Holster, T. A., & DeLint, D. F. (2010, May 23). Pushed output and vocabulary gains JALT Pan-SIG 2010: 9th Annual JALT Pan-SIG Conference, Osaka Gakuin University, Osaka.

Holster, T. A., Tokunaga, M., Lake, J. W., & Wilkins, S. (2010, May 23). Dimensions of vocabulary knowledge: A Rasch perspective JALT Pan-SIG 2010: 9th Annual JALT Pan-SIG Conference, Osaka Gakuin University, Osaka.

Holster, T. A., Wilkins, S., & Lake, J. W. (2010, 21 November). Productive and receptive vocabulary gains 36th JALT International Conference, WINC Aichi, Nagoya.

Pellowe, W. R., Holster, T. A., & Ryan, K. (2010, 20 November). Student response system for mobile devices 36th JALT International Conference, WINC Aichi, Nagoya.

Holster, T. A. (2011, 9 October). Grading readers by user reviews 2011 Fukuoka JALT Conference and Bookfair, Hakata Bus Terminal Building.

Holster, T. A. (2011, 2 September). Incidental vocabulary acquisition JACET 50th Commemorative International Convention, Seinan Gukuin University, Fukuoka.

Holster, T. A. (2011, 22 May). Measuring incidental and prescriptive vocabulary gains 10th JALT Pan-Sig Conference, Shinshu University, Nagano.

Holster, T. A., & Pellowe, W. R. (2011, 19 November). Classroom peer assessment using mobile devices 37th JALT International Conference, National Olympics Memorial Center, Yoyogi, Tokyo.

Holster, T. A., & Pellowe, W. R. (2011, 4 June). Using a mobile audience response system for classroom peer assessment JALT CALL 2011 Conference, Kurume University.

Lake, J. W., & Holster, T. A. (2011, 21 May). Vocabulary test format effects 10th JALT Pan-Sig Conference, Shinshu University, Nagano.

Holster, T. A. (2012, 21 January). Diary review discussions Fukuoka JALT Curriculum My Share, Seinan Community Center.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2012, 17 June). Learning by assessing 11th JALT Pan-SIG Conference, Hiroshima University.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2012, 7 August). Learning by assessing in second language writing Pacific Rim Objective Measurement Society Conference 2012, University of Jiaxing, China.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2012, 27 October). Learning by assessing in second language writing 16th Annual Conference of the Japan Language Testing Association, Senshu University.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2012, 15 October). Learning by assessing in second language writing 38th JALT International Conference, ACT City, Hamamatsu.

Pellowe, W. R., & Holster, T. A. (2012, 7 August). Mobile Audience Response System for peer assessment Pacific Rim Objective Measurement Society Conference 2012, University of Jiaxing, China.

Pellowe, W. R., & Holster, T. A. (2012, 27 October). Mobile system to monitor extensive reading 16th Annual Conference of the Japan Language Testing Association, Senshu University.

Pellowe, W. R., & Holster, T. A. (2012, 1 July). Using a mobile system to monitor extensive reading 5th ER Seminar, Sugiyama Jogakuen University, Nagoya.

Pellowe, W. R., & Holster, T. A. (2012, 13 October). Using a mobile system to monitor extensive reading 38th JALT International Conference, ACT City, Hamamatsu.

Holster, T. A. (2013, February 16). Testing and teaching: Myths and misunderstandings Fukuoka JALT February 2013, Seinan Gakuen University.

Holster, T. A., & Pellowe, W. R. (2013, 19 March). A Mobile Audience Response System for Rasch analysis of student peer assessment 48th RELC International Seminar, South East Asian Ministers of Education Organization Regional Language Centre, Singapore.

Holster, T. A., & Lake, J. W. (2013, 4 August). Monitoring extensive reading using mobile phones Pacific Rim Objective Measurement Society Conference 2013, National Sun Yat-sen University, Kaohsiung, Taiwan.

Holster, T. A. (2013, 14 September). Objective measurement: An introduction to Rasch analysis, Kitakyushu JALT September 2013, Kitakyushu, Japan.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2013, 29 September). Extensive reading 2013 Fukuoka JALT Conference, Seinan University.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2013, 21 September). Monitoring extensive reading using mobile phones 17th Annual Conference of the Japan Language Testing Association, Waseda University, Japan.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2013, 26 October). Monitoring extensive reading using mobile phones 39th JALT International Conference, Kobe Convention Center.

Holster, T. A. (2014, 4 August). Measuring reading speed gains using many-faceted Rasch measurement Pacific Rim Objective Measurement Society Conference 2014, Clifford Hotel Panyu, Guangzhou, China.

Holster, T. A., & Lake, J. W. (2014, 20 September). Using many-faceted Rasch measurement to measure reading speed 18th Annual Conference of the Japan Language Testing Association, Ritsumeikan University Biwako Kusatsu Campus, Shiga, Japan.

Holster, T. A., Lake, J. W., & Pellowe, W., R. (2014, 28 September). Measuring reading speed gains The 7th Annual Extensive Reading Seminar, Keisen University, Tokyo.

Holster, T. A., Lake, J. W., & Pellowe, W. R. (2014, July 12). Assessing gains in Extensive Reading Fukuoka JALT July 2014, Fukuoka.

Holster, T. A., Lake, J. W., & Pellowe, W. R. (2014, 5 June). Many-faceted Rasch analysis of peer-assessment as a diagnostic tool 36th Language Testing Research Colloquium: LTRC 2014, Vrije Universiteit Amsterdam.

Lake, J. W., Holster, T. A., & Pellowe, W., R. (2014, 28 September). Assessing gains in extensive reading 7th Annual Extensive Reading Seminar, Keisen University, Tokyo.

Holster, T. A., & Lake, J. W. (2015, September 5). Guessing and the Rasch model 19th Annual Conference of the Japan Language Testing Association, Chuo University, Tokyo.

Holster, T. A., & Lake, J. W. (2015, 22 August). Measuring extensive reading text difficulty PROMS 2015: The Pacific Rim Objective Measurement Symposium, Kyushu Sangyo University, Fukuoka.

Holster, T. A., & Lake, J. W. (2015, 21 June). Measuring the difficulty of graded readers 8th Annual Extensive Reading Seminar, Seinan Jo Gakuin University, Kitakyushu.

Holster, T. A., Lake, J. W., & Pellow, W. R. (2015, 16 May). Rasch analysis of graded reader difficulty JALT Pan-SIG 2015, Kobe University of Foreign Studies.

Holster, T. A., Pellowe, W. R., & Lake, J. W. (2015, 22 November). Measuring and predicting graded reader difficulty 41st JALT International Conference, Granship Shizuoka.

Lake, J. W., & Holster, T. A. (2015, 24 August). Guessing and the Rasch model PROMS 2015: The Pacific Rim Objective Measurement Symposium, Kyushu Sangyo University.

Sick, J., Holster, T. A., & Durand, J. (2015, 21 November). Easy test analysis with Excel 41st JALT International Conference, Granship Shizuoka.

Holster, T. A. (2016, September 10). Creating Supplementary Materials for Reading Classes, Fukuoka JALT September 2016, Fukuoka.

Lake, J. W., Pellow, W. R., & Holster, T. A. (2017, 22 April). Introduction to Language Assessments Kyoto JALT April 2017, Kyoto.

Holster, T. A., & Lake, J. W. (2021, 16 May). Modeling vocabulary size using many-faceted Rasch measurement 20th JALT Pan-SIG Conference Online.

Holster, T.A., & Lake, J. W. (2022, 10 March). Modelling vocabulary size gains using many-faceted Rasch measurement Language Testing Research Colloquium LTRC2022 Online.

所属学会

全国語学教育学会 (JALT):Member

日本言語テスト学会 (JLTA): Member

全国語学教育学会 TEVAL SIG: Editorial board, Editor

全国語学教育学会福岡支部: Program Chair

全国語学教育学会国際大会: Vetting Committee Chair

外部資金の獲得状況

With J. Lake and William Pellowe, Kakenhi grant #25370643 Mobile System to Monitor Extensive Reading

活用可能な分野(社会への貢献等)

Assessment, especially peer-assessment and self-assessment are very important for learning and also for planning curriculums. Planning a curriculum requires understanding which things are easy or difficult, so this requires research using tests and assessments. The most important things for language learning are engagement and motivation, and these require that the curriculum is matched to student’s ability levels, interests, and learning goals.