| 研究実績の概要 |
1. Sponseller, A.C., & Kabir, R.S. "Validating the Sojourner Self-Efficacy in Communication Scale (SSEC) for Japanese University Students." Stretching Boundaries. Papers from the Third International Psychology of Language Learning Conference, vol. 2, December, 2018. Joint [PUBLICATION]
2. Sponseller, A.C., & Kabir, R.S. "Validation of the Sojourner Self-Efficacy in Communication Scale (SSEC) for Japanese University Students." International Association of Psychology in Language Learning, Tokyo, June 9, 2018 [PRESENTATIONS]
3. Sponseller, A.C., & Gentry, R. "Validation of a Japanese Behavioral and Instructional Management Scale (BIMS)." 2018 KOTESOL International Conference, Seoul, October 13, 2018 [PRESENTATIONS]
4. Sponseller, A.C., Walter, B.R., & Fukazawa, S. "Roles in Team-Teaching: Nationwide Survey Results." JALT2018: Diversity & Inclusion, Shizuoka, November 24, 2018 [PRESENTATIONS]
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
I moved to Osaka Jogakuin College from Hiroshima University after my first year of KAKENHI. This changed my research schedule/timeline, the conferences I can attend, the amount of time I have to spend writing, and the feasibility of hosting a "team teaching symposium" as originally planned. Still, I am making progress, have all my data, and am consistently presenting at conferences and writing small manuscripts for publication.
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| 今後の研究の推進方策 |
In 2019-20, my plans are:
1. Seven conferences: JALT, KOTESOL, ThaiTESOL, CamTESOL, TESOL, AAAL, and MAXQDA [PRESENTATION]
2. Validation of a Japanese Behavioral and Instructional Management Scale (BIMS) [w/Gentry, R.][PUBLICATION]
3. Qualitative survey responses regarding roles in team teaching [w/Walter, B.R] [PUBLICATION]
4. Exploring construct validity of the short-form version of the SSEC [w/Kabir, R.S.][PUBLICATION]
5. Create website [aaronsponseller.com] with a section dedicated to the research findings produced with kakenhi funding. PDFs of manuscripts, posters, and handouts will be available. This website will be promoted by sending letters to approximately 1000 schools around Japan as well as emails to national JET Program leaders, CLAIR, and MEXT. [PUBLIC DISSEMINATION]
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