{"id":652,"date":"2013-07-28T13:52:51","date_gmt":"2013-07-28T04:52:51","guid":{"rendered":"http:\/\/elt-research.com\/wp\/tyoshida\/?page_id=652"},"modified":"2020-03-29T22:25:04","modified_gmt":"2020-03-29T13:25:04","slug":"theses-supervised","status":"publish","type":"page","link":"https:\/\/elt-research.com\/wp\/yoshida\/?page_id=652","title":{"rendered":"Theses supervised"},"content":{"rendered":"

\u904e\u53bb\u306b\u6307\u5c0e\u3092\u62c5\u5f53\u3057\u305f\u4fee\u58eb\u8ad6\u6587\u30bf\u30a4\u30c8\u30eb\u3067\u3059\u3002\u5c0f\u5b66\u6821\u306b\u52e4\u52d9\u3059\u308b\u73fe\u8077\u6559\u54e1\u5b66\u751f\uff0c\u5c0f\u5b66\u6821\u3078\u306e\u5c31\u8077\u3092\u5e0c\u671b\u3057\u3066\u3044\u308b\u5b66\u751f\u306b\u3064\u3044\u3066\u306f\uff0c\u65e5\u672c\u8a9e\u3067\u306e\u57f7\u7b46\u304c\u8a8d\u3081\u3089\u308c\u3066\u3044\u307e\u3059\uff08\u30b9\u30af\u30ed\u30fc\u30eb\u30c0\u30a6\u30f3\u3059\u308b\u3068\u6700\u8fd1\u306e\u3082\u306e\u306b\u306a\u308a\u307e\u3059\uff09\u3002<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\u5165\u5b66\u5e74\u5ea6<\/td>\n\u3000\u4fee\u8ad6\u30bf\u30a4\u30c8\u30eb<\/span><\/td>\n<\/tr>\n
1999<\/td>\n\n
    \n
  • Collaborative Learning in EFL Contexts Based on Sociocultural Approach\uff1aA Focus on the Zone of Proximal Development<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2000<\/td>\n\n
    \n
  • An Ethnographic Study of Collaborative Learning in a Japanese Junior High School English Class<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2001<\/td>\n\n
    \n
  • Computer Supported Collaborative Learning in EFL Contexts\uff1a Insights from Socially\uff0doriented Theories of Learning<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2002<\/td>\n\n
    \n
  • Collaborative Interaction in EFL Web\uff0dBased Debates\uff1aHow Do Learners Develop Socially Constructed Knowledge?<\/span><\/li>\n
  • English Learning as Participation in a Community of Learners: An Analysis of Classroom Discourse through Instructional Conversations<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2003<\/td>\n\n
    \n
  • Peer Collaboration between EFL High School Students Learning to Write<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2004<\/td>\n\n
    \n
  • Reception Strategies in Interactive Listening Activities in Japanese EFL Classrooms<\/span><\/li>\n
  • An Ethnographic Study of Learners’ Participation in English Lessons at a Japanese Elementary School<\/span><\/li>\n
  • Effects of Video Feedback on Speaking Performance of Japanese Junior High School Students<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2005<\/td>\n\n
    \n
  • Exploring the Nature of Dyadic Interactions between Japanese EFL Learners\uff1aDoes It Play a Role in Language Uptake?<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2006<\/td>\n\n
    \n
  • An Introspective Analysis of Language Learning Experiences by a Chinese Student Studying in Japan<\/span><\/li>\n
  • Transformation of Identities in an Online Learning Community\uff1a An Application of Moodle in a College EFL class<\/span><\/li>\n
  • An Analysis of English Lessons at a Junior High School through a Grounded Theory Approach<\/span><\/li>\n
  • Qualitative Inquiry of Team Teaching Practices in EFL Classrooms in Japan\uff1a Implications for Postmethod Pedagogy<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2007<\/td>\n\n
    \n
  • A Qualitative Inquiry into Teachers’ Professional Growth in Project-based English Language Lessons<\/span><\/li>\n
  • A Qualitative Study on Team Teaching Practice in Japanese EFL Classrooms\uff1aHow Do JTEs Facilitate ALTs’ Full Participation in Team Teaching?<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2008<\/td>\n\n
    \n
  • \u5c0f\u5b66\u6821\u82f1\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u6a21\u5023\u306e\u91cd\u8981\u6027\u301c\u5175\u5eab\u6559\u80b2\u5927\u5b66\u9644\u5c5e\u5c0f\u5b66\u6821\uff62\u82f1\u8a9e\u79d1\uff63\u306e\u6388\u696d\u5206\u6790\u306b\u57fa\u3065\u3044\u3066\u301c<\/span><\/li>\n
  • The Role of English Education As Global Education: Seeking for English for Global Citizens<\/span><\/li>\n
  • An Action Research on Collaborative Curriculum Development of English Lessons in Elementary and Junior High Schools<\/span><\/li>\n
  • Vocabulary Learning Strategies and their effects on Japanese High School Students\u2019 Vocabulary Sizes<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2009<\/td>\n\n
    \n
  • \u5c0f\u5b66\u6821\u82f1\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u6559\u5e2b\u306e\u5b9f\u8df5\u7684\u77e5\u8b58\u306e\u7814\u7a76\u2010\uff13\u4eba\u306e\u6559\u5e2b\u306e\u4e8b\u4f8b\u7814\u7a76\u3092\u901a\u3057\u3066\u2010<\/span><\/li>\n
  • Junior High School Students’ Perceptions of Writing Difficulties and Their Effects on Strategy Use in Relay-Note Activity in English Lessons<\/span><\/li>\n
  • Individual Learners’ Development in EFL Writing at a Japanese Junior High School: Effects of Teacher’s Feedback and Peer Responses on Their Performance<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2010<\/td>\n\n
    \n
  • The Effects of Reading Strategy Instruction on Japanese EFL\u00a0<\/span><\/li>\n
  • Students\u2019 Lexical Inferring: An Analysis of Written Recall Protocols.<\/span><\/li>\n
  • The Development of a Classroom Instrument for English Lessons in Japanese Junior High Schools<\/span><\/li>\n
  • \u56fd\u969b\u4ea4\u6d41\u6d3b\u52d5\u304c\u5150\u7ae5\u304a\u3088\u3073\u5730\u57df\u30b3\u30df\u30e5\u30cb\u30c6\u30a3\u306b\u53ca\u307c\u3059\u5f71\u97ff\u306b\u95a2\u3059\u308b\u7814\u7a76\u2014\u5b8d\u7c9f\u5e02\u7acb\u91ce\u539f\u5c0f\u5b66\u6821\u306b\u304a\u3051\u308b\u4ea4\u6d41\u6d3b\u52d5\u3092\u4e8b\u4f8b\u3068\u3057\u3066\u2014<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2011<\/td>\n\n
    \n
  • \u5150\u7ae5\u306e\u300c\u4eba\u9593\u95a2\u4fc2\u5f62\u6210\u80fd\u529b\u300d\u3092\u80b2\u6210\u3059\u308b\u5916\u56fd\u8a9e\u6d3b\u52d5\u306e\u6388\u696d\u5b9f\u8df5\u306b\u95a2\u3059\u308b\u7814\u7a76\u2015\u30ad\u30fc\u30fb\u30b3\u30f3\u30d4\u30c6\u30f3\u30b7\u30fc\u3092\u8e0f\u307e\u3048\u305f\u76ee\u6a19\u306e\u53ef\u8996\u5316\u2015<\/span><\/li>\n
  • Introducing Phonological Instruction into Early English Education: Effects on Students’ Phonological Awareness and Learning Motivation<\/span><\/li>\n
  • Implementing TBLT in the Japanese Primary EFL Classroom: An Analysis <\/span>from a Sociocultural Perspective<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2012<\/td>\n\n
    \n
  • A Correlational Study on Japanese EFL Learners’ Creativity and Their Language Performance<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2013<\/td>\n\n
    \n
  • \u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u7d75\u672c\u3092\u5a92\u4ecb\u3068\u3057\u305f\u300c\u8aad\u307f\u5408\u3044\u300d\u306e\u7814\u7a76<\/li>\n
  • \u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u60c5\u52d5\u3068\u8eab\u4f53\u306e\u610f\u5473\u3068\u5f79\u5272\u306b\u95a2\u3059\u308b\u7814\u7a76<\/li>\n
  • \u5c0f\u5b66\u6821\u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u5150\u7ae5\u306e\u300c\u3053\u3068\u3070\u3078\u306e\u6c17\u3065\u304d\u300d\u306e\u767a\u9054\u3068\u60c5\u52d5\u306b\u95a2\u3059\u308b\u7814\u7a76<\/li>\n
  • An Analysis of the Development of High School Students’ Agency Through an Action-Based Approach<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2014<\/td>\n\n
    \n
  • \u5c0f\u5b66\u6821\u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u6559\u5e2b\u30fb\u5150\u7ae5\u306e\u610f\u5473\u751f\u6210\u3068\u305d\u306e\u904e\u7a0b\u306b\u95a2\u3059\u308b\u7814\u7a76<\/li>\n
  • Designing a Collaborative and Resourceful EFL Classroom at a Japanese Junior High School<\/li>\n
  • Collaborative Writing in English by Japanese Junior High School Students<\/li>\n
  • Negative Feelings Toward Learning EFL Among Japanese Junior High School Students<\/li>\n
  • Topic Prominence and Subject Prominence in Japanese High School Students’ Writing in English<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2015<\/td>\n\n
    \n
  • \u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u5150\u7ae5\u306e\u76f8\u4e92\u884c\u70ba\u80fd\u529b\u306e\u767a\u9054\u306b\u95a2\u3059\u308b\u7814\u7a76<\/li>\n
  • Exploring Japanese EFL Learners\u2019 Agency in the College Classroom<\/li>\n
  • Peer Interaction in EFL Writing Tasks: An Analysis of Students\u2019 Engagement with Language<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2016<\/td>\n\n
    \n
  • \u793e\u4f1a\u8a8d\u77e5\u7684\u30a2\u30d7\u30ed\u30fc\u30c1\u304b\u3089\u307f\u305f\u5916\u56fd\u8a9e\u6d3b\u52d5\u306b\u304a\u3051\u308b\u30a4\u30f3\u30bf\u30d3\u30e5\u30fc\u6d3b\u52d5\u306e\u5206\u6790<\/li>\n
  • \u30a4\u30f3\u30d7\u30ed\u3092\u901a\u3057\u305f\u5916\u56fd\u8a9e\u6d3b\u52d5\u306e\u5b66\u3073\u2015\u5150\u7ae5\u306e\u76f8\u4e92\u884c\u70ba\u304b\u3089\u5275\u9020\u3055\u308c\u308b\u610f\u5473\u2015<\/li>\n
  • Dynamic Assessment in Collaborative Interviews with EFL Learners<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2017<\/td>\n\n
    \n
  • A Conversation Analytic Study of Alignment in Pair Work Activities in High School English Lessons<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2018<\/td>\n\n
    \n
  • \u6559\u54e1\u990a\u6210\u8ab2\u7a0b\u306b\u304a\u3051\u308b\u6307\u5c0e\u6559\u54e1\u3068\u5b9f\u7fd2\u751f\u306b\u3088\u308b\u82f1\u8a9e\u6388\u696d\u306b\u5bfe\u3059\u308b\u7406\u89e3\u306e\u5354\u540c\u69cb\u7bc9<\/li>\n
  • Effects of Synthetic Phonics on Japanese Elementary School Student’s Phonological Awareness in English<\/li>\n
  • Dialogic Reflection of English Lessons Using VEO: Conversations Between High School Teachers and a Researcher<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2019<\/td>\n\n
    \n
  • \u5c0f\u5b66\u6821\u306b\u304a\u3051\u308b\u5916\u56fd\u8a9e\u306e\u300c\u8aad\u307f\u30fb\u66f8\u304d\u300d\u306b\u3064\u306a\u304c\u308b\u30b7\u30f3\u30bb\u30c6\u30a3\u30c3\u30af\u30fb\u30d5\u30a9\u30cb\u30c3\u30af\u30b9\u306e\u6307\u5c0e\u306e\u52b9\u679c<\/li>\n
  • Language Socialization Through Educational Debate Activities in an EFL Classroom at a Japanese High School<\/li>\n
  • Instructional Effects on the Development of EFL Learners’ Interactional Competence in Triadic Conversations: A Microgenetic Analysis<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

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