| 氏名 | ジョディ キャンベル (Jodie Campbell) |
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| 所属 | 国際言語文化学部 英語英文学科 | |||||||||||||||||||||
| 職名 | 嘱託講師 | |||||||||||||||||||||
| 主要学歴 |
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| 取得学位 | Master of Education in Teaching English as a Second Language (MEd. TESL), University of Calgary, Calgary, Alberta, CANADA Bachelor of Science in Biology (BSc. Biology), Brock University, St. Catharines, Ontario, CANADA |
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| 研究分野の概要 | - Extensive Reading in a Second Language - Communication Strategies - Vocabulary Acquisition - Materials Development - Learning Management Systems (LMS) - CALL (Computer Assisted Language Learning) - Gamification in Language Learning (Game-Based Learning) - Learner Autonomy and Independence in Language Learning - Motivational Strategies in Language Learning |
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| キーワード | English, Extensive Reading, Communication Strategies, Vocabulary Acquisition, Materials Development, Learning Management Systems (LMS), Computer Assisted Language Learning (CALL), Gamification, Learner Autonomy & Independence, Motivational Strategies | |||||||||||||||||||||
| 主要職歴 |
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| 学内活動 | Lunchtime English Chat Program ESS Club - English Conversation |
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| 教育・研究活動 | |
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| １．担当科目 | 学 部：Speaking I/II, Listening I/II, Advanced Speaking I/II, Advanced Listening I/II, Advanced Reading I/II, , TOEFL I/II, 英語実践, おもてなしの英会話, 旅行の英会話 |
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| ２．教育活動 | |||
| 教育実践上の主な業績 | 年 月 日 | 概 要 | |
| (1)教育内容・方法の工夫（授業評価を含む） | |||
| 1) | Communicative Language Teaching | 2001年9月~現在に至る | What I try to develop in my students are skills and strategies so they can use language (English) as a means of communicating meaning as effectively and efficiently as possible in any given situation. Thus, I try and design tasks for the communicative classroom so that my students can draw on their own resources rather than simply repeating and absorbing language. |
| 2) | Task-Based Language Teaching | 2001年9月~現在に至る | Pedagogically, I use the task-based language teaching approach as it strengthens numerous L2 principles and practices. |
| 3) | CALL (Computer-Assisted Language Learning) | 2001年9月~現在に至る | I introduce my students to learning practices that they can engage in outside the classroom, and I help guide them to focus on specific language that they need to learn to build learner autonomy and independence in their language learning via CALL. |
| 4) | Extensive Reading (ER) | 2001年9月~現在に至る | I firmly believe, as well as the research, that reading extensively in a L2 has nothing but positive benefits for all the skills in a L2 (e.g., speaking, listening, reading and writing) in addition to increasing students’motivation and confidence, so I constantly inspire my students to read as ‘ much as possible’. I also use M-Reader and XReading as a way of checking their reading. |
| 5) | ARCS Model of Motivational Design (Attention, Confidence, Relevance, Satisfaction) | 2001年9月~現在に至る | I try to follow the John M. Keller's (Florida State University) ARCS Model of Motivational Design (Attention, Relevance, Confidence, Satisfaction) in all my classroom tasks as motivation is one of the key learner factors that determine the rate and success of L2 attainment. |
| 6) | Autonomy & Independence in Language Learning | 2001年9月~現在に至る | I try to motivate, inspire, and encourage my students to become 'independent life-long language learners' where they will WANT to continue learning English far beyond after they graduate. |
| 7) | Course Syllabus Design | 2001年9月~現在に至る | Via course questionnaires, I develop each course syllabus based around my students' interests, personal language learning needs, personal language learning styles, and what methods/techniques motivate them. |
| (2)作成した教科書、教材、参考書 | |||
| 1) | The ESL Sentence Writing Guidebook | (forthcoming) | This “ESL Sentence Writing Guidebook” will help students in their academic writing as well as in their daily English writing. We wrote this guidebook mainly because we want to help our students become better writers, and we want them to have a book where they can find out a lot about writing in English in one easy place. This is not a textbook. It is a book to ‘help’ and ‘guide’ students into becoming better sentence writers in English. |
| 2) | Academic Writing: Writing a Paragraph | (forthcoming) | This ESL “Academic Writing: Writing a Paragraph” book will help students develop and write a coherent and flowing paragraph needed for academic success by focusing on the 4 elements of a paragraph: Title; Topic Sentence; Supporting Sentences; and the Concluding Sentence. |
| (3)教育方法、教育実践に関する発表、講演等 | |||
| 1) | Transitioning a University Extensive Reading Program from Print to Digital Books: M-Reader to Xreading | 2021年08月 | Extensive Reading Around the World (virtual conference). This presentation reported on the transition process from print to digital books in a university-wide extensive reading program. |
| 2) | Learner Audio Use in a Large Extensive Reading Program | 2021年08月 | Extensive Reading Around the World (virtual conference). This presentation discussed how learners in a large extensive reading program at a Japanese university using Xreading had access to audio recordings for each book. The presenters reported on why some learners chose to listen and characterized the methods learners used to do so. Data from surveys and interviews was also shared. |
| 3) | Learner Audio Preferences in a Large Extensive Reading Program | 2021年02月 | The 17th Annual CAMTESOL Conference on English Language Teaching. Phnom Penh, Cambodia (virtual conference). This presentation talked about the top listeners in our ER program and why they chose to listen to the audio when they were only required to read, and what method they used to listen in this context. |
| 4) | Kahoot: A Motivational Strategy in the ESL Classroom | 2020年02月 | The 16th Annual CAMTESOL Conference: 21st Century ELT: Approaches for Effective Practices. Phnom Penh, Cambodia. This workshop introduced Kahoot and showed how Kahoot promotes students’ motivation specifically via the ARCS Model of Motivational Design, the theoretical connections of Kahoot to gamification, ways to include Kahoot in the ESL classroom, and how effective Kahoot is as a motivational strategy. |
| 5) | Extensive Reading for Increased Reading Speed and Comprehension | 2018年01月 | 38th Thailand TESOL International Conference: Digital Literacy in English Language Learning and Teaching. Chiang Mai, Thailand. This presentation reported on a two- semester (30 weeks) study on the relationship between ER and student reading speed and comprehension. |
| 6) | Extensive Reading and Its Effects on Reading Speed and Comprehension | 2017年08月 | Fourth World Congress on Extensive Reading: Pathways to Progress. Tokyo, Japan. This presentation discussed preliminary results on the effects of Extensive Reading (ER) on reading fluency, reading speed and reading comprehension over a one semester (15 weeks) study. |
| 7) | An Evaluation of Progress Measurement Options for Extensive Reading Programs | 2015年09月 | Third World Congress on Extensive Reading: Extensive Reading, an Oasis for Learning. Dubai, United Arab Emirates. This presentation was based on surveys of first- and second-year Japanese university English majors who were asked which assessment and evaluation method they preferred in their ER: book reports or the M-Reader online quiz system. |
| 8) | Student Assessment Preferences in an ER Program | 2014年11月 | JALT 2014: 40th Annual International Conference on Language Teaching and Learning Ibaraki, Japan.This presentation described the results of a survey in which Japanese university students were asked about their opinions of graded readers and ER, how they felt about the M-Reader website, and whether they preferred taking online quizzes through M-Reader or doing book reports as a way to show that they had done their assigned reading. |
| 9) | ANKI: An Online Digital Spaced Repetition Flashcard Program to Develop Autonomy and Independence in L2 Vocabulary Learning | 2014年11月 | Kansai ETJ English Language Teaching Expo Kobe, Japan. This presentation provided an overview for developing learner autonomy and independence using Anki: a free, open- source, spaced repetition digital flashcard (word card) program. |
| 10) | Initial Experiences with the M-Reader Quiz System | 2013年10月 | JALT 2013: 39th Annual International Conference on Language Teaching and Learning and Educational Materials. In this presentation, the presenters described their initial efforts to establish the use of the M-Reader quiz system as part of an extensive reading program for first- and second-year English majors at a small private university in Japan. |
| 11) | Using M- Reader to Motivate Students to Read Extensively | 2013年9月 | The Second World Congress on Extensive Reading: Lighting New Ways to Language Learning. Seoul, South Korea. This presentation described a trial program using M-Reader at a small, private university in Japan and provided survey results from students that revealed their first impressions of the M-Reader system. |
| 12) | Autonomy and Independence Via ANKI: A Spaced Repetition Flashcard Program | 2012年10月 | TESL Canada 2012: TESL Interiors: Landscapes of Literacies and Language. Kamloops, Canada. This presentation discussed a learning strategy for students to develop learner autonomy and independence in their language learning using Anki. |
| 13) | Extensive Reading in the Second Language Classroom. | 2007年6月 | Presented to Kyoto City Board of Education Junior High School Japanese Teachers of English (JTEs). Kyoto, Japan. This presentation was an introduction to Extensive Reading (ER) in the L2 classroom. |
| 14) | Team Teaching: A Communicative Approach. | 2007年6月 | Presented to Kyoto City Board of Education Junior High School Japanese Teachers of English (JTEs). Kyoto, Japan. This presentation was an introduction to team teaching in the L2 classroom demonstrating it as a communicative approach. |
| 15) | Inaugural Open Lecture: Thinking About English Education. | 2005年8月 | Presented by the Language Learning Center at Kyoto Notre Dame University. Kyoto, Japan. This presentation talked about listening learning strategies in the L2 classroom. |
| (4)その他教育活動上特記すべき事項 | |||
| ３．研究活動 | ||||||
| 著書、学術論文等の名称 | 単著・共著の別 | 発行又は発表の年月 | 発行所、発行雑誌 （及び巻・号数）等の名称 |
編者・著者名 （共著の場合のみ記入） |
該当頁数 | |
| (1)著書 | ||||||
| (2)論文 | ||||||
| 1) | An Emergency Shift from Paper to Digital Books in a Large University Extensive Reading Program: Effects on Learner Performance and Experience | 共著 | 2021年10月 | International Research Institute for Studies in Language and Peace. Kyoto University of Foreign Studies and Kyoto Junior College of Foreign Languages Journal. The purpose of this paper is to report on the transition process from print to digital books in a university-wide extensive reading program. | ||
| 2) | Teacher-Made- Student-Centered Website Development | 単著 | 2020年04月 | Modern English Teacher 29(3), pp. 74-77. This paper describes how teachers can create their own website to foster and enhance self-access language learning for students. | ||
| 3) | Extensive Reading for Increased Reading Speed and Comprehension | 共著 | 2018年01月 | The 38th Thailand TESOL International Conference Proceedings 2018. Chiang Mai, Thailand,pp.48-57. This paper reports on a two-semester (30 weeks) study on the relationship between ER and student reading speed and comprehension. | ||
| 4) | An Evaluation of Progress Measurement Options for ER Programs | 共著 | 2016年08月 | Proceedings of the Third World Congress on Extensive Reading. Dubai, United Arab Emirates, pp. 55- 68. This paper, a continuation of two previous studies (Campbell & Weatherford, 2013; Weatherford & Campbell, 2015), is based on surveys of first- and second-year Japanese university English majors who were asked which assessment and evaluation method they preferred in their ER:book reports or the M-Reader online quiz system. | ||
| 5) | Student Assessment Preferences in an ER Program | 共著 | 2015年04月 | In P. Clements, A. Krause, and H. Brown (Eds). JALT 2014 Conference Proceedings. Tokyo: JALT, pp. 661-668. This paper describes the results of a survey in which Japanese university students were asked about their opinions of graded readers and ER, how they felt about the M-Reader website, and whether they preferred taking online quizzes through M-Reader or doing book reports as a way to show that they had done their assigned reading. | ||
| 6) | Developing Learner Autonomy and Independence Via Internet Search Toolbars | 単著 | 2014年11月 | The Language Teacher, 38(6), 34-35. This article reports on how teachers can use Internet search toolbars to help students achieve both autonomy and independence in their language learning. | 1 | |
| 7) | Using M-Reader to Motivate Students to Read Extensively | 共著 | 2013年10月 | Proceedings from ERWC2: Seoul, 2013: World Congress in Extensive Reading. Seoul, South Korea. This article describes a trial program using M-Reader at a small, private university in Japan and provides survey results from students that reveal their first impressions of the M-Reader system. | 1 | |
| 8) | Developing Learner Autonomy & Independence Via Anki: A Spaced Repetition Flashcard Program | 単著 | 2013年5月 | International Association of Teachers of English as a Foreign Language(iatefl). Independence. In LASIG (Learner Autonomy Special Interest Group), 57, pp.17-21. This article provides an overview for developing learner autonomy and independence using Anki: a free, open- source, spaced repetition digital flashcard (word card) program. | 8 | |
| 9) | Using Google to Motivate and Teach Via English Songs | 単著 | 2013年3月 | The Language Teacher,37(2), 3-4. This article describes how motivation plays a significant role in any second language (L2) learning activity. Specifically, following Keller’s (2010) four-step ARCS Model of Motivational Design (Attention, Relevance, Confidence, Satisfaction) for sustaining and promoting motivation, we can see that teaching English via songs is a great resource for achieving motivation. | 1 | |
| 10) | Tell Me More: Effective Communication Strategies for the Japanese Student | 単著 | 2011年3月 | The Language Teacher, 35(2), 52-53. This book review talks about providing students with target language and opportunities for learning and using conversation strategies, a type of language learning strategy, in order to overcome breakdowns in communication in everyday, real-life situations. | 1 | |
| (3)その他 | ||||||
| ４．学会等および社会における主な活動 | |
| (1)学会活動 | |
| 2010年~ 現在に至る | American Council on the Teaching of Foreign Language (ACTFL) (member) |
| 2010年~ 現在に至る | International Association of Teachers of English as a Foreign Language (iatefl) (member) |
| 2010年~ 現在に至る | Teaching English with Technology (TEwT) (member) |
| 2004年~ 現在に至る | The Japan Association for Language Teaching: 全国語学教育学会 |
| 2004年~ 現在に至る | English Teachers in Japan (ETJ) (member) |
| 2004年~ 現在に至る | The Extensive Reading Foundation (member) |
| (2)公的機関の役職等 | |
| (3)非営利組織等における活動 | |
| (4)講演講師等 | |
| (5)その他 | |