言語学士, ユニバーシティ・カレッジ・ロンドン大学

Bachelor of Arts in Linguistics, University College London

言語学修士, レディング大学大学院

Master of Arts in Linguistics, Reading University

２１世紀型教育

movie English

effective learning

Future Use of English

evaluation systems

English Education

descriptiveness

goal setting

technology

awareness

motivation

Self-regulated learning

映画英語

効率的学習

将来的英語活用

評価システム

英語教育

具体化

目標設定

技術

認知

動機付け

自己調整学習

Humanities & social sciences, Foreign language education

Sep. 2013
The University of Electro-Communications, Faculty of Informatics and Engineering, Division of General Education, Associate Professor

Apr. 2013 - Aug. 2013
St. Margaret’s Junior College, Faculty of Letters, Department of Communication, part-time lecturer

Apr. 2013 - Aug. 2013
The University of Electro-Communications, Faculty of Informatics and Engineering, Division of General Education, part-time lecturer

Apr. 2012 - Aug. 2013
Ferris University, Faculty of Letters, Department of English Literature, part-time lecturer

Apr. 2004 - Aug. 2013
Kanagawa University, part-time lecturer

Sep. 1998 - Dec. 2006
Freelance Space Development translator, interpreter, Japan

Sep. 1997 - Mar. 1998
JSM (Jack Sakazaki Marketing

Mar. 2020 - Mar. 2022
Remote Teaching Working Group Member, Remote Teaching Working Group

Mar. 2020 - Mar. 2022
遠隔授業WG委員, 遠隔授業WG

01 Nov. 2020
Global Education WG Committee Head

01 Nov. 2020
国際教育WG委員長, 国際教育WG

Oct. 2019 - Oct. 2020
Special Conference Issue Guest Editor, College and University Educators Special Interest Group (CUE SIG) Affiliated with the Japan Association of Language Teaching (JALT) OnCUE Journal, Society

Oct. 2019 - Oct. 2020
Special Conference Issue Guest Editor, College and University Educators Special Interest Group (CUE SIG) Affiliated with the Japan Association of Language Teaching (JALT) OnCUE Journal, Society

Apr. 2020
実践的コミュニケーション推進室長, 実践的コミュニケーション推進室

Oct. 2018 - Oct. 2019
Special Conference Issue Guest Editor http://conference.jaltcue.org/2018-call-for-papers/, College and University Educators Special Interest Group (CUE SIG) Affiliated with the Japan Association of Language Teaching (JALT) OnCUE Journal, Society

Oct. 2018 - Oct. 2019
Special Conference Issue Guest Editor http://conference.jaltcue.org/2018-call-for-papers/, College and University Educators Special Interest Group (CUE SIG) Affiliated with the Japan Association of Language Teaching (JALT) OnCUE Journal, Society

01 Nov. 2017
Deputy Chief Secretary, The Society of American Film Culture, Society

01 Nov. 2017
査読委員, アメリカ映画文化学会, Society

01 Apr. 2016
Deputy Chief Secretary, The Society of American Film Culture, Society

01 Apr. 2016
副事務局長, アメリカ映画文化学会, Society

Apr. 2014 - Mar. 2016
図書館委員 紀要編集WG委員, 図書館委員会 紀要編集WG

01 Oct. 2015
Oversea Editor, The Korea English Education Society, Society

01 Oct. 2015
海外編集員, 韓国英語教育学会 (KEES), Society, 韓国の英語教育学会の海外編集員として、執筆論文の査読作業を支援する。

Apr. 2014
実践的コミュニケーション推進室委員, 実践的コミュニケーション推進室

Teacher Perspectives of Machine Translation in the EFL Writing Classroom
Suwako Uehara
Lead, JALT Postconference Publication - Issue 2022.1, 2022, 1, 270-279, Aug. 2023, Peer-reviwed
International conference proceedings, English

Developing a Discipline-Specific Corpus and High-Frequency Word List for Science and Engineering Students in the Graduate School
Uehara, Suwako; Haraki, Hibiya; McLean, Stuart
Vocabulary Learning and Instruction, JALT VocabSIG, ---, 31 Dec. 2022, Peer-reviwed, Japanese graduate school students in the field of science and engineering need to read academic research in their L2, and such tasks can be challenging. Studies showed a strong (.78) correlation between vocabulary size and reading comprehension (McLean et al., 2020), and providing high-frequency word lists could enhance comprehension. In this work-in-progress, 1.35 million tokens of professor-recommended reading materials were used to investigate a method to create a vocabulary list that would benefit science majors in graduate school; the procedures to create a corpus and a high-frequency word list efficiently; and the steps required to create a cleaner corpus. This paper outlined a systematic literature-informed method that includes input from professors in the field; the combined use of tailored script in MATLAB and AntCont (Anthony, 2022) generated corpus and high-frequency words efficiently; and repeated comparison of original PDFs and the matching text files, then adding MATLAB script to deal with specific issues created a cleaner text. This proposed method can be applied in other contexts to enhance the generation of high-frequency word lists.
Scientific journal, English

A quantitative investigation of science and engineering university EFL learner’s language learning autonomy.
Uehara, Suwako
Voices and agency in language learning Selected Papers from the 2018 Independent Learning Association Conference, Candlin & Mynard ePublishing Limited, 50-83, 16 Dec. 2019, Peer-reviwed, As part of decision-making and persuasion, expressing two-sided arguments is an important skill to master. In this study, university learners in their first-year (N = 85) prepared for a presentation and were evaluated in an academic spoken English course on individual two-sided argument presentations. Participants then completed a post-test survey on autonomous learning with multiple dimensions. A list of 31-item statements on learner autonomy adapted from the Autonomy Learner Questionnaire (ALQ) (Egel, 2003) was used. A quantitative analysis using factor analysis using the presentation scores and post-test survey responses. Results showed that learners with higher presentations scores were likely to be more attentive to language learning who try various study methods. While these higher scorers were more likely to be proactive in initiating language learning opportunities such as going to places where English is used, all participants were on average less proactive in initiating such environments in general. Implications are that these learners might benefit from awareness raising and guidance in autonomous learning.
Research society, English

A quantitative investigation of science and engineering university learner's language learning autonomy
Suwako Uehara
ILA Proceedings 2018, Independent Learning Association, 2018, 1-21, Dec. 2019, Peer-reviwed, As part of decision-making and persuasion, expressing two-sided arguments is an important skill to master. In this study, university learners in their first-year (N = 85) prepared for a presentation and were evaluated in an academic spoken English course on individual two-sided argument presentations. Participants then completed a post-test survey on autonomous learning with multiple dimensions. A list of 31-item statements on learner autonomy adapted from the Autonomy Learner Questionnaire (ALQ) (Egel, 2003) was used. A quantitative analysis using factor analysis using the presentation scores and post-test survey responses. Results showed that learners with higher presentations scores were likely to be more attentive to language learning who try various study methods. While these higher scorers were more likely to be proactive in initiating language learning opportunities such as going to places where English is used, all participants were on average less proactive in initiating such environments in general. Implications are that these learners might benefit from awareness raising and guidance in autonomous learning.
Scientific journal, Japanese

What makes tutors tick? Exploring motives and experiences in the JALT Writers' Peer Support Group (PSG).
Beaufait, Paul; Uehara, Suwako; Lucovich, Dawn; Gallagher, Brian
Research in Online Literacy Education (ROLE), Research in Online Literacy Education (ROLE), 2, 2, Jun. 2019, Peer-reviwed, This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. The PSG is a group of Japan-based educators who provide writing support to novice and experienced academic writers through an online writing lab. The survey revealed tutors' views of the PSG, its advantages and challenges. Findings illuminated tutors' motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.

Keywords: Academic Writing, Asynchronous Collaboration, Online Collaboration, OWCs, OWLs, Peer Support, Reflective Practices, Tutor Motivations, Tutor Experiences, Writing Support
Scientific journal, English

Using Content Analysis to Identify Motivation and Efforts to Learn English
J-P. J. Richard; S. Uehara
Tokyo JALT Journal, The Japan Association for Language Teaching, 4, 29-37, 19 Jun. 2017, Peer-reviwed, Motivations to learn the L2 have typically been investigated using questionnaires, items from which undergo data reduction to identify various factors (see for example Dörnyei & Csizér, 2002; Gardner & Lambert, 1959; Noels, Pelletier, Clément, & Vallerand, 2000). Using short essays written by Japanese science and engineering majors (N = 111), the current study investigated students’ L2-English motivations and efforts for learning the L2. Participant responses were interpreted with three different theories of L2 motivation; the socio-educational model, self-determination theory and the L2 motivational self system. Participants were predominantly categorized as having externally driven motivations with approximately half of these learners describing concrete efforts to learn the L2; however, more self-determined participants and those having an ideal L2 self were more likely to describe daily efforts to learn English.
Scientific journal, English

Task-based English language teaching, 21st century skills, and learner perceptions through the Marshmallow Challenge
Suwako Uehara
Proceedings of the 2016 ETAK & KICE Joint International Conference, English Teachers Association in Korea (ETAK), 235-247, 11 Jun. 2016, Task-based language teaching (TBLT) can provide an authentic and meaningful environment for language learners. In this study, the Marshmallow Challenge is used as a task for learners to collaborate and build the tallest free-standing tower with a marshmallow on top. The learners had 18 minutes to achieve this goal and to use English freely as much as possible during the collaborative task. Following an analysis on answers to a listening exercise to test learners listening skills in a pre-worksheet, and a post-worksheet with a 6-point likert scale survey to measure learners’ perceptions of the motivational level and usefulness to learn English answered by the learners; results showed that despite listening ability scores, many learners were engaged, motivated, able to collaborate, be creative, and attempt a hands-on problem-solving skills throughout the task. Such skills are 21st century skills, and TBLT through the Marshmallow challenge was a teaching approach that allowed development of such skills.
International conference proceedings, English

Trends in EFL technology and educational coding: A case study of an evaluation application developed on LiveCode
Suwako Uehara; Edgar Josafat; Martinez Noriega
JALTCALL Journal, The JALT CALL SIG, 12, 1, 57-78, Apr. 2016, Peer-reviwed, The availability of user-friendly coding software is increasing, yet teachers might hesitate to use this technology to develop for educational needs. This paper discusses studies
related to technology for educational uses and introduces an evaluation application being developed. Through questionnaires by student users and open-ended discussion by the developers, the feasibility of educators to be involved in developing a new evaluation application is discussed. Results showed user satisfaction level of the application was high overall, although application updates incorporating feedback from users should be considered. Developing an evaluation application was achieved, and recommendations of design and software development are provided.
Scientific journal, English

Nurturing creativity and presentation skills for science and engineering major EFL classes using ICT
S. Uehara
Proceedings of the 19th STEM International Conference, STEM, 109-117, 16 May 2015, Invited
International conference proceedings, English

Promotion of Self-Access Centers: Engaging, Training and Instruction
Suwako Uehara
Proceedings of the 2014 ETAK International Conference, English Teachers Association in Korea (ETAK), 163-166, 14 Jun. 2014
International conference proceedings, English

Optimizing Classroom Teaching: Enhancing presentation skills through PechaKucha
S. Uehara
Proceedings of the 18th STEM International Conference, 85-93, 17 May 2014, Invited
International conference proceedings, English

English language study and goals: An East Asian perspective
Uehara, S; Richard; J.-P. J; Min, S; Chung, B
English Language Teaching (PKETA), Pan-Korea English Teacher's Association, 26, 1, 85-112, 2014, Peer-reviwed
Symposium, English

A Cross-Cultural Study on Pragmatic Transfer in the EFL Learners' Speech Act of Refusal
S. Min; B; Chung; S. Uehara
English Teachers Association in Korea (ETAK), 51-70, 30 Sep. 2013, Peer-reviwed
Scientific journal, English

Personal Preferences towards Accents of World Englishes for Young Japanese College Students, A Pilot Study
Y. Okajima; S. Uehara
Proceedings of the 17th Society of Teaching English Through Media (STEM) International Conference, 131-135, 11 May 2013
International conference proceedings, English

Imagining a future of English: A pilot investigation of learners’ goals and efforts.
J-P. J. Richard; S. Uehara
Tokyo Woman's Christian University, Essays and Studies, 東京女子大学論集編集委員会, 63, 2, 165-188, Mar. 2013, Peer-reviwed, As one result of structural changes that have taken place in Japan following the collapse of the asset price bubble in 1991, Genda (2006) argued most young Japanese have lost faith in the future, and lack direction in orienting to and achievement of future goals. This paper reports on a study of English majors (N=53) from a private university in the Kanto region who each wrote a 150-word essay in English, their L2, in which they described their imagined future L2 selves, and their daily efforts for successful goal attainment. Analysis of participant data showed that many learners lack direction in goal orientation and requirements for goal attainment; however, others have defined goals, and put methods into action to achieve their goals. Furthermore, participants who lack career goal specificity described significantly more ideal study methods; and participants who desire to work or live in an English environment described significantly more factual study efforts. One implication from our study is that a goal orientation and self-regulation framework ought to be created to enable learners to develop skills to clearly describe their future goal orientations and that enable learners to be trained in self-regulatory study habits to help them achieve their goals.
Research institution, English

English goal orientations of Japanese and Korean university learners, An initial overview.
J-P. J. Richard; S. Uehara; S. Min; B. Chung
Proceedings of the 2012 Joint International Conference of ETAK / KALS / MELLS, 69-74, Jun. 2012
International conference proceedings, English

A Factor Analysis of the Future Use of English scale
J-P. J. Richard; S. Uehara
Kanagawa University Studies in Language, 神奈川大学言語研究センター, 35, 35, 55-77, 2012, Peer-reviwed, Since 2003 when Irie summarized the research into the motivationsof Japanese university learners into two principal orientations,career and contact, two important trends have been identified inJapanese society, (a) the increasingly important role that English isperceived to play in Japanese business and (b) the struggles ofgraduates to find successful employment. This paper reports onthe development of a 50－item psychometric scale, FUES 2.0, tomeasure future use of English. The participants included bothJapanese (n = 317) and Korean (n = 326) university learners, inthe total sample (N = 643). Each of the 50－items on FUES 2.0was scored on a 6－point Likert－scale. Results suggested FUES2.0 is composed of four factors: (a) hopefulness to use English;(b) conformity to use English; (c) English as a job requirement;and (d) English contact; and Cronbach's α reliability coefficientsranged from .86 to .94. These results imply that careerand contact are indeed the principal goal orientations of universitylearners; however, career orientation is likely to bemultifaceted.
Research institution, English

A Survey of Japanese University Students’ Future Use of English Goal Orientations.
S. Uehara; J-P. J. Richard
The English Teachers Association in Korea (ETAK) English Language & Literature Teaching, 17, 3, 213-235, 30 Sep. 2011, Peer-reviwed
Scientific journal, English

Preliminary results from the future use of English of Japanese university students.
S. Uehara; J-P. J. Richard
Proceedings of the 2011 ETAK Annual Conference: New Prospects in the Era of Teaching ESP, 70-71, Jun. 2011
International conference proceedings, English

A Case Study on Stimuli Selection for a Speech Workshop.
S. Uehara
Proceedings of the 15th STEM Conference, Conversation Analysis through Movies, 80-84, Apr. 2011
International conference proceedings, English

２０１９年第８回映画英語アカデミー賞
Mio Ishigaki; Rika Ishida; Sachiyo Inami; Masaki Inoue; Yuko Inoue; Suwako Uehara; Kae Ooba; Moeka Oomi; Yuta Okajima; Mitomo Kanemoto; Miwako Kamijo; Kazuyo Kume; Mai Kogure; Keiko Koyasu; Yuko Shitara; Haruka Snyder; Koji Tanaka; Rika Todoroki; Aki Nagaoka; Kotaro Nakagaki; Miyuki Nanbu; Tomoki Numata; Hideaki Nose; Masanori Hayashi; Takayuki Hoko; Akira Matsuba; Chizuko Matsubara; Emi Matsumoto; Yumiko Matsuya; Motoko Mizuno
Textbook, Japanese, Joint work, Baby Driver, ㈱フォーイン スクリーンプレイ事業部, 01 Aug. 2019, 9784894075993, 「映画英語アカデミー学会 」(The Academy of Movie English、略称TAME)が監修。
2018年発売開始のDVDから投票で「映画英語アカデミー賞」各部門賞を決定！
小学校・中学校・高校・大学の各部門の受賞4映画の他、ノミネート候補作品を紹介しています。
今回の受賞作ならびにノミネート作品も話題作が勢ぞろい！
英語授業／学習に相応しい映画の活用法を作品毎に掲載しています。

English Expressions for giving hospitality
Kenzo Soneda (Edito; Kenzo Soneda; Suwako Uehara; Tomoe Komine; Miwako Kamijo (Auth
Textbook, Japanese, Joint work, All pages, ㈱フォーイン スクリーンプレイ事業部, 13 Dec. 2018, 9784894075962, 来日観光客を安心して迎えるための即戦力！
お客様を迎える多様な場面で役立つ5,000以上の会話表現を収録した総合表現集です。書籍完全対応の音声データ（日本語・英語）を併用すれば、完全学習が可能です。

２０１８年第７回映画英語アカデミー賞
Rika Ishida; Masaki Inoue; Suwako Uehara; Kae Ooba; Yuta Okajima; Saki Kanazashi; Miwako Kamijo; Kazuhiro Kunitomo; Junko Kurosawa; Mai Kogure; Keiko Koyasu; Yuko Shitara; Rika Todoroki; Aki Nagaoka; Kotaro Nakagaki; Hideaki Nose; Masanori Hayashi; Takayuki Hoko; Akira Matsuba; Yumiko Matsuya; Motoko Mizuno; Toshiro Mitsui; Sana Miyazawa; Kenji Mori; Masaru Yasuda; Ryoko Yamazaki; Miki Yamamoto
Textbook, Japanese, Joint work, Sing, ㈱フォーイン スクリーンプレイ事業部, 02 Jul. 2018, 9784894075924, 「映画英語アカデミー学会 」(The Academy of Movie English、略称TAME)が監修。
2017年発売開始のDVDから投票で「映画英語アカデミー賞」各部門賞を決定！
小学校・中学校・高校・大学の各部門の受賞4映画の他、ノミネート候補作品を紹介しています。
今回の受賞作ならびにノミネート作品も話題作が勢ぞろい！
英語授業／学習に相応しい映画の活用法を作品毎に掲載しています。

Old Japanese folk tales: With detailed commentary on phrases
Author; Kenzo Soneda; Translation; Suwako Uehara; Kenzo Soneda; Gary Bourke
General book, Japanese, Joint translation, Beret, 25 Mar. 2018, 9784860645373, 「日本五大昔ばなし」として昔から愛された、「桃太郎」、「かちかち山」、「サルカニ合戦」、「舌切り雀」、「花咲か爺さん」に加え、幅広く知られている「雪女」と「浦島太郎」の７作の昔話の和英対訳本です。英語学習にも使える丁寧な語句解説、またリスニングにも使えるCD付きの出版物です。

２０１7年第６回映画英語アカデミー賞
Rika Ishida; Suwako Uehara; Kae Ooba; Yuta Okajima; Yasuhiro Okada; Saki Kanazashi; Miwako Kamijo; Keiko Koyasu; Masumi Sawada; Yuko Shitara; Aki Nagaoka; Takauki Hoko; Mai Matsukawa; Akira; Matsuab; Yumiko Matsuya; Toshiro Mitsui; Miho Mitsui; Sana Miyazawa; Ryoko Yamazaki
Textbook, Japanese, Joint work, The Jungle Book, ㈱フォーイン スクリーンプレイ事業部, 20 Jul. 2017, 9784894075757, 「映画英語アカデミー学会 」(The Academy of Movie English、略称TAME)が監修。
2016年発売開始のDVDから投票で「映画英語アカデミー賞」各部門賞を決定！
小学校・中学校・高校・大学の各部門の受賞4映画の他、ノミネート候補作品を紹介しています。
今回の受賞作ならびにノミネート作品も話題作が勢ぞろい！
英語授業／学習に相応しい映画の活用法を作品毎に掲載しています。

先生が薦める英語学習のための特選映画100選「社会人編」
Editors; Masako Umegaki; Emiko Sugiura; Authors: Genichiro Itakura; Suwako Uehara; Yohei Oohashi; Yuta Okajima; Yasuhiro Okada; Noriko Okumura; Kiyotaka Kai; Noriko Kawai; Jyunko Kobayashi; Keiko Koyasu; Yuko Shitara; Makiko Shiba; Reiko SHiraki; Yuko Kugahara; Kotaro Nakagaki; Akiko Nii; Yuko NIshikawa; Keiko Humphrey; Haruka Higa; Yukiko Furuta; Takayuki Houko; Tamiko Mitsuya; Jyunko Muro; Erika Yamamoto; Mika Yoshimoto; Kaei Washino
General book, Japanese, Joint work, English study using the movie "Chariots of Fire". English study using the movie "Notting Hill", 株式会社フォーイン スクリーンプレイ事業部, 01 Apr. 2017

２０１６年第５回映画英語アカデミー賞
映画英語アカデミー学会; 監修; 井上雅紀; 井上裕子; 黒澤純子; 佐々木智美; 轟里香; 能勢英明; 船本弘史; 村上裕美; 安田優; 石垣弥麻; 上原寿和子; 大貫優香; 大庭香江; 岡島勇太; 岡田泰弘; 子安 惠子; 設楽 優子; 長岡亜生; 寶壺貴之; 松河舞; 松葉明; 松家由美子; 三井敏朗; 三井美穂; 安田優; 矢吹優名; 山﨑僚子; 山本幹樹; 吉本美佳
Textbook, Japanese, Joint work, Big Hero 6, ㈱フォーイン スクリーンプレイ事業部, 24 Feb. 2017, 9784894075573, 「映画英語アカデミー学会 」(The Academy of Movie English、略称TAME)が監修し、今回で第５号となる今号はTAME会員総勢29名が執筆を担当しました。
2014年発売のDVDから投票で「映画英語アカデミー賞」各部門賞が発表されています。小学校・中学校・高校・大学の各部門の受賞4映画の他25作品を紹介し、英語授業／学習に相応しい映画の活用法を作品毎に掲載しています。25作品については見開き2ページで紹介ます。本書の定常編集である総合評価表は、邦題と原題の表示に始まり、映画の紹介と英語解説の２つの領域に大きく分けられます。映画の紹介領域では映画情報、公開情報、スタッフ、キャスト、あらすじ、映画の背景、映画の見所と続き、英語解説では英語の特徴、セリフ紹介から、学習者にアドバイスする学習のポイント、さらに発展学習と英語学習上の重要ポイントを解説しています。

About Time (SCREENPLAY classic movie script)
上原寿和子; 岡島勇太; 上條美和子; 堤龍一郎; 羽井佐明彦; 中村正身; 宮本節子
General book, Japanese, Joint translation, ㈱フォーイン スクリーンプレイ事業部, 04 Feb. 2017, 9784894075627

Nuance just as it is! How to say daily Japanese phrases in English
Author; Kenzo Soneda; Dialogue Translation; Kenzo Soneda; Suwako Uehara
General book, Japanese, Joint translation, Beret, 25 Jun. 2016, 9784860644789

AFI's 100 Years 100 Movie Quotes
Supervision; Kenzo Soneda; Takayuki Houko; Assistant; Emiko Sugiura; Authors: Chiyoko Amino; Mio Ishigaki; Masamitu Ichigetu; Masaki Unoue; Suwako Uehara; Yuta Okajima; Yuko Kamazuka; Kazuyo Kume; Keiko Koyasu; Kazuhide Shinohara; Emiko Sugiura; Toyohisa Sugimoto; Kenzo Soneda; Fumiko Takase; Kazuko Tsutsumi; Ryuichiro Tsutsumi; Masami Nakabayashi; Yukiko Furuta; Takayuki Houko; Koari Horiuchi; Toshirou Mitsui; Miho Mitsui; Setsuko Miyamoto; Kaei Washino
General book, Japanese, Joint work, p134-135 ＃62 Beyond the Forest. p178-179 #84 King Kong. p194-195 #92 Caddyshack. p245 Ocean's Thirteen. p256 Ocean's Twelve. p262 Ocean's Eleven., 株式会社フォーイン スクリーンプレイ事業部, 01 Dec. 2015, 9784894075504, アメリカ映画界で最も権威のある団体の一つであるAFI (American Film Institute)がアメリカ映画１００周年を記念して２００５年６月21日、CBSテレビの特別番組で発表した「AFI アメリカ映画の名セリフベスト１００」にセリフと映画、その政策過程、またそれらに関わった監督、脚本家、俳優、作品の背景にある文化、社会、歴史などに関する解説を加えながら執筆したものである。（曽根田憲三執筆「はじめに」より）

２０１５年第４回映画英語アカデミー賞
映画英語アカデミー学会; 監修; 石垣弥麻; 稲垣静姫; 大庭香江; 小関吉直; 轟里香; 長岡亜生; 能勢英明; 船本弘史; 松本和彦; 三井敏朗; 三井美穂; 村上裕美; 安田優; 石田理可; 上原寿和子; 梅村真平; 岡島勇太; 黒澤純子; 子安惠子; 澤田真須美; 高橋本恵; 中垣恒太郎; 寶壺貴之; 松井恭子; 松河舞; 松葉明; 宮津多美子; 山﨑僚子; 吉本美佳
Textbook, Japanese, Joint work, Steve Jobs: The Lost Interview, ㈱フォーイン スクリーンプレイ事業部, 30 Oct. 2015, 9784894075450, 「映画英語アカデミー学会 」(The Academy of Movie English、略称TAME)が監修し、今回で第4号となる今号はTAME会員総勢29名が執筆を担当しました。
2014年発売のDVDから投票で「映画英語アカデミー賞」各部門賞が発表されています。小学校・中学校・高校・大学の各部門の受賞4映画の他25作品を紹介し、英語授業／学習に相応しい映画の活用法を作品毎に掲載しています。25作品については見開き2ページで紹介ます。本書の定常編集である総合評価表は、邦題と原題の表示に始まり、映画の紹介と英語解説の２つの領域に大きく分けられます。映画の紹介領域では映画情報、公開情報、スタッフ、キャスト、あらすじ、映画の背景、映画の見所と続き、英語解説では英語の特徴、セリフ紹介から、学習者にアドバイスする学習のポイント、さらに発展学習と英語学習上の重要ポイントを解説しています。

English Expressions for the English Classroom
Kenzo Soneda; Akihiko Haisa; Yoshiko Abe; Setsuko Miyamoto; Ryuichiro Tsutsumi; Miwako Kamijo; Suwako Uehara; Gary Bourke
General book, Japanese, Joint work, UNIT 1 授業開始, UNIT 2 授業, UNIT 7 行事, 授業アンケート•生活指導, Kaibun, 10 Nov. 2014, 本書は、現場で英語教育に関わる先生方が英語による授業実践のための決定版として執筆されたものである。ここには授業にはいった瞬間から授業中における様々なシーン、そして授業終了に至までの、ありとあるゆる有用でシンプルな英語表現がある。

Gentleman's Agreement (SCREENPLAY classic movie script)
曽根田憲三; 安倍佳子; 上原寿和子; 熊谷順子; 小嶺智枝; 中村真理; 宮津多美子; 宮本節子; 羽井佐明彦; 鈴木涼太郎; Gary Bourke; 曽根田順子; Mark Hill
General book, Japanese, Joint translation, ㈱フォーイン スクリーンプレイ事業部, 10 Oct. 2014, 9784894075221

２０１４年第３回映画英語アカデミー賞
映画英語アカデミー学会; 監修 井上雅紀; 上原寿和子; 大庭香江; 國友万裕; 齋藤安以子; 長岡亜生; 能勢英明; 比嘉晴佳; 松河舞; 宮津多美子; 村上裕美; 安田優; 石川淳子; 石田理可; 岩本昌明; 岡島勇太; 黒澤純子; 子安恵子; 髙橋本恵; 中垣恒太郎; 寶壺貴之; 松葉明; 三井敏朗; 山﨑僚子
Textbook, Japanese, Joint work, ㈱フォーイン スクリーンプレイ事業部, 10 Sep. 2014

The 2nd Movie English Academy Award
映画英語アカデミー学会; 監修 井上雅紀; 小島由美; 子安恵子; 杉本豊久; 曽根田憲三; 濱ひかり; 宮本節子; 伊藤明希良; 上原寿和子; 長岡亜生; 安田優; 石垣弥麻; 石川淳子; 稲垣健吾; 岩本昌明; 大橋洋平; 小宅智之; 岡島勇太; 岡田泰弘; 奥村典子; 河井紀子; 黒澤純子; 菅原裕子; 杉浦恵美子; 鈴木幹樹; 太尾田真志; チェンバレン暁子; 堤龍一郎; 中垣恒太郎; 西川裕子; 八里葵; 平野順也; 古田雪子; 寶壺貴之; 三井敏朗; 三井美穂; 宮津多美子; 八尋春海; 山﨑僚子; 山田優奈; 山本恵里子; 鷲野嘉映
Japanese, Joint work, History Award "The Iron Lady", Screenplay, 06 Sep. 2013, 9784894075061, 2013年3月に設立した「映画英語アカデミー学会 (TAME)」監修 総勢42名の共著
2012年発売のDVDから投票で「映画英語アカデミー賞」各部門賞を決定
小・中・高・大の各部門受賞4作品は見開き30ページに渡り詳しく解説！
TAME会員ならば上記4作品の授業用ワークシートがダウンロード可能に
さらに今回は「動物学賞」「生物学賞」「教育学賞」「歴史学賞」の特別賞を新設
その他の新作映画34作品についても学習ポイント・発展学習・英語の特徴等を見開き2頁で解説！
巻末に2012年新作DVDを114作品紹介。英語授業に新作映画を活用しよう。

Screenplay complete scenario translation of "It Happened One Night"
Soneda, K; Shiokawa, C; Uehara, S; Mitsui, T; Soneda, J; Miyamoto, S; Sugimoto, T; Sugimoto, T
General book, Japanese, Joint translation, ㈱フォーイン スクリーンプレイ事業部, 25 Oct. 2010

Screenplay complete scenario translation of "Gone with the Wind"
Soneda, K; Miyamoto, S; Nakabayashi, M; Nogawa, K; Nogawa, M; Uehara, S; Miyatsu, T; Watanabe, Y
General book, Japanese, Joint work, ㈱フォーイン スクリーンプレイ事業部, 25 Feb. 2009

A Rasch validation of a survey on machine translation use
Suwako Uehara
English, EUROCALL 2023, Peer-reviewed
17 Aug. 2023
15 Aug. 2023- 18 Aug. 2023

Instructor’s beliefs of online machine translation (OMT) for language learning
Uehara, Suwako
Oral presentation, English, JALT2022 (The Japan Association for Language Teaching), The Japan Association for Language Teaching (JALT), Fukuoka International Congress Center, Fukuoka, Japan, https://jalt.org/conference/jalt2022, International conference
12 Nov. 2022

Development of Discipline-Specific Corpus and High-Frequency Word List for Science and Engineering Students in the Graduate School
Uehara, Suwako; Haraki, Hibiya; McLean, Stuart
Oral presentation, English, JALT (Japan Association for Language Teachers) Vocab SIG 2022 Symposium on Vocabulary and Learning, JALT Vocab SIG, Tokyo International University, Kawagoe Campus, Saitama, Japan, https://vli-journal.org/wp/jalt-vocab-sig-2022-symposium/, Japanese graduate school students in the field of science and engineering need to read academic research in their L2, and such tasks can be challenging. Studies showed a strong (.78) correlation between vocabulary size and reading comprehension (McLean et al., 2020), and providing high-frequency word lists could enhance comprehension. In this work-in-progress, 1.35 million tokens of professor-recommended reading materials were used to investigate a method to create a vocabulary list that would benefit science majors in graduate school; the procedures to create a corpus and a high-frequency word list efficiently; and the steps required to create a cleaner corpus. This paper outlined a systematic literature-informed method that includes input from professors in the field; the combined use of tailored script in MATLAB and AntCont (Anthony, 2022) generated corpus and high-frequency words efficiently; and repeated comparison of original PDFs and the matching text files, then adding MATLAB script to deal with specific issues created a cleaner text. This proposed method can be applied in other contexts to enhance the generation of high-frequency word lists., International conference
29 Oct. 2022

Developing an in-house corpus and high-frequency word list for science majors
Uehara, Suwako
Oral presentation, English, The Japan Association for Language Teaching (JALT) PanSIG2022 Conference, JALT PanSIG, The University of Nagano, Miwa Campus, Nagano, Japan, https://pansig.org/publications/2022/PanSIG2022Handbook.pdf, This is a report on a work-in-progress of the development of an in-house corpus and high-frequency word list of the corpus for a Science and Engineering university in Japan. Students read scientific articles as part of their required English courses. However, in an informal survey, while some students were positive about the prospects of reading specialized academic articles in English, others felt that it would be too challenging. In order to bridge the difficulty gap, an in-house corpus of articles recommended by the science faculty and a high-frequency word list of the corpus are being developed. The articles will be gathered to create a corpus of one million words, and processed for high-frequency words using AntConc (Version 4.0.2) (Anthony, 2021) a free online vocabulary profiling software. These will be compared against the new academic word list and further analysed for specialized words. The findings will help to construct an informative vocabulary list for the students in graduate school, and in the future, this could be further refined for undergraduate students., International conference
08 Jul. 2022

Needs analysis for graduate school technical English course design and materials development
Uehara, Suwako; Terashima, Alexandra; Jie, Shi
Invited oral presentation, English, 3rd Annual Conference of Asia ESP & the 8th Chinese National Symposium on ESP, Organized by The Asian Association for English for Specific Purposes The Chinese Association for ESP Co-organized by Chinese Journal of ESP Higher Education Press, School of Foreign Languages and Cultures, Chongqing University Faculty of Arts and Humanities, Chongqing University, https://www.aconf.org/conf_172712.html, The National University of Electro-Communications is one of a few graduate schools in Japan that offer a compulsory Graduate School Technical English (GTE) program. The goal of the program is to give students English skills useful for an academic career in research including presentations, reading, discussion, and writing. A surveys administered to current GTE students aim to find out in-coming students’learning needs and expectations of the course and whether various aspects of the current curriculum meets the needs of the students. This presentation summarizes the salient points of the results of the two surveys, discusses the implications of student responses, and makes recommendations for improvements to the curriculum in line with the student feedback. The specific recommendations for course design, especially materials development and pedagogical revision, are aimed to better fulfil the intended ESP-oriented academic learning goals and strengthen the collaboration between the English and science faculty., International conference
16 Nov. 2019

Preparing students and staff for the Kakehashi project
Uehara, Suwako
Oral presentation, English, The Japan Association for Language Teaching (JALT) 2019, The Japan Association for Language Teaching (JALT), Nagoya, Japan, https://jalt.org/conference/jalt2019, This study will describe the Kakehashi Project, a program promoted by the Ministry of Foreign Affairs of Japan (MOFA) to increase interest in Japan and enhance strengths and attractiveness of Japanese style and values. Survey and results of the coordinating staff and dispatched university students from a Japanese national science and university student will be discussed and suggestions for better preparation for the program will be presented.
02 Nov. 2019

Free technology for SALC management: Online booking on WIX and training videos for student staff
Uehara, Suwako
Oral presentation, English, The Japan Association for Language Teaching (JALT) 2019, The Japan Association for Language Teaching (JALT), Nagoya, Japan, https://jalt.org/conference/jalt2019, Presented at the JALT CALL SIG Forum as one of three independent presentations.
02 Nov. 2019

Developing a Self-access in a STEM University
Uehara, Suwako
Oral presentation, English, JALT PanSIG Conference 2019, Konan Women's University, Cube Campus, Nishinomiya, Hyogo Prefecture, Japan, http://pansig.org/publications/2019/PanSIG2019Handbook.pdf, The University of Electro-Communications established a self-access learning center to support English needs of students, staff and professors on campus. Nicknamed UECSAP it runs seminars and peer tutor writing support on a regular basis, and supports other types of English learning opportunities as they arise. The research question in this study is: What are users satisfaction level of using UECSAP? What observations and reflections are made by student staff and developers running the UECSAP? And, what recommendations can be made to run a self-access learning center? Users of the self-access learning center responded to an online survey regarding quality, sufficient explanation/materials, tutoring time and whether they would recommend the facility to others. Results showed above average user satisfaction. Additionally, through observations and reflection on experience by student staff and professors, this study will share the issues and recommendations related to developing a self-access learning center., Domestic conference
18 May 2019

PSG Help Rising to the Publish-or-Perish Challenge
Beaufait, Paul; Uehara, Suwako; Gallagher, Brian
Poster presentation, English, JALT PanSIG Conference 2019, JALT PanSIG, Konan Women's University, Cube Campus, Nishinomiya, Hyogo Prefecture, Japan, http://pansig.org/publications/2019/PanSIG2019Handbook.pdf, The PSG are a group of volunteer peer readers with varying degrees of experience in various aspects of publication. Their mission is to support academic writers.
PSG readers provide advice and constructive feedback for writers on draft manuscripts shared online in order to assist the writers in their quests for publication.
This poster presentation aims to raise awareness of the PSG as a reliable guide to development of writers’ papers, to exemplify its activities and operations, to suggest submission routes to publication, to recruit prospective writers and peer readers, to meet and share stories with current readers, and to elicit contributions to _The Language Teacher_ Writers' Workshop column. We encourage prospective writers to bring along printed or digital manuscripts for discussion., Domestic conference
18 May 2019

Developing active learning lessons for movies: A practical guide using the animation "SING"
Uehara, Suwako
Oral presentation, English, TEEM 2018 STEM-KASEE-Seoul SETA Joint International Conference, The Society for Teaching English through Media The Korea Association of Secondary English Education Seoul Secondary English Teachers' Association, Law School Building, Konkuk University, Seoul, Korea, Active learning is not a new term; however, such learning style has is become increasingly common in the EFL classrooms. The objective is to have learners engage in meaningful activities and to reflect on what they are doing. Key elements include; facilitating independent, critical and creative thinking; encourage effective collaboration (e.g. group-based discussions and assignments); develop higher-order thinking skills (HOTS) and student owned learning. As for the instructor, creating lessons can take effort and time, especially when using movies. This presentation is a practical guide on how to create active learning lessons for movies, and the presenter will use SING, an animation produced by Illumination Entertainment. Selected active learning strategies from Berkley Center for Teaching and Learning (2018) will be introduced, and tips on video source (YouTube); vocabulary selection (lextutor.ca); phrase selection, trivia and goofs (IMDb), will also be provided., International conference
16 Sep. 2018

Investigating autonomy in university EFL learners academic presentations
Uehara, Suwako
Oral presentation, English, 8th Independent Learning Association Conference 2018, Konan Women's University, Kobe, Japan, https://ila2018.org/, As part of decision-making and persuasion, fluency in two-sided arguments are an important skill to master. In
this study, Japanese university learners (N=85) received instructions on presentation methods. Post feedback,
the participants did a two-sided argument presentation and completed a 40-statement survey to measure
autonomous learning with eight subcomponents. Graphs were plotted showing three groups divided by
presentation scores (LowPr, MediumPr, HighPr) against average autonomy scores. Results showed that while
more autonomous students received higher presentation scores, a component of autonomy items related to
assessment did not reflect this trend. This presentation reports and explores these questions., Domestic conference
07 Sep. 2018

A practical guide for developing academic writing through quick writes and scaffolding
Uehara, Suwako
Others, English, UEC Official English Faculty Development Conference 2017, University of Electro-Communications Division of General Education (English) Education Development Center Education Promotion Section 教育推進部門長, The University of Electro-Communications E1 705, Scaffolding the writing process can foster good writing skills, and in addition, introducing quick writes as part of a writing class can aid the development of learners’ writing fluency skills. The results of introducing the quick writes and scaffolding techniques were studied by measuring writing volume, time, and based on survey results to 19 science and engineering students. Key points include; (1) timed writing words per 10-minutes increased then plateaued; subsequently, learners requested more time to complete their writing task; (2) overall academic writing skills improved (measured by the instructors’ evaluation criteria on their final essays); (3) motivation for English writing increased. The presentation includes a short video of the quick write process and will provide practical guidelines for developing academic writing skills to learners through English instruction., Domestic conference
24 Nov. 2017

Teaching feedback for conference style presentation slides to Japanese STEM graduate students
Uehara, S
Oral presentation, English, The 1st Annual Conference of Asia ESP & The 6th Chinese National Symposium on ESP, The Asian Association for ESP (Organizers) The Chinese Association for ESP (Organizers) School of English for Specific Purposes (Host) Foreign Language Teaching and Research Press （Co-hosts) Chinese Journal of ESP（Co-hosts), Beijing Foreign Studies University, http://2017.asiaesp.com, This paper outlines the teaching approach by an EFL professional to instruct conference style presentation slides in English for Japanese science and engineering graduate students. Every year, approximately 120 students in their 1st-year of the graduate course conduct one short 2-minute PowerPoint presentation on their undergraduate thesis in English, as part of the requirement of a graduate school technical English (GSTE) course at a national science and engineering university.In this presentation, the author will suggest teaching methods for ESP where an EFL instructor leads the instruction, focusing on feedback for conference style presentation slides. The list of common feedback typical for Japanese graduate students will be shared along with the level of improvement from the draft version to the final version. The author will also suggest how to provide effective feedback by providing not only the list of common feedback but additionally through meaningful visuals using student work and simple PowerPoint animation., International conference
31 Oct. 2017

University-Wide ESP curricular development and pedagogical practices at a Japanese university of science and engineering
Shi, J; Uehara, S; Yu, Y; Masheswari, U
Oral presentation, English, The 1st Annual Conference of Asia ESP & the 6th Chinese National Symposium on ESP, School of English for Specific Purposes Foreign Langauge Teaching and Research Press Chinese Journal of ESP, Beijing Foreign Studies University, http://2017.asiaesp.com, International competitiveness is identified to be one of the most crucial qualities and skills to foster in university students in Japan.
The Ministry of Education, Culture, Sports, Science and Technology of
Japan offers financial support for university projects aiming to produce
“globally competent” manpower that can function professionally and
productively on the “international stage”
(http://www.mext.go.jp/b_menu/houdou/24/09/attach/1326084.htm). Such policy changes impact the traditional English education at Japanese universities and help redirect general English education towards ESP (including both EAP and EOP) positively in various domains. Through the five papers, this panel demonstrates the making and the various curricular aspects of the two university-wide ESP/EST programs offered at both undergraduate and graduate schools at the University of Electro-Communications (UEC Tokyo), a university with a primary focus on informatic engineering and natural sciences. In paper 2, the presenter will describe the “Course Design of Graduate Technical English for the Department of Engineering Science of UEC Tokyo”., International conference
28 Oct. 2017

21st century education through student-directed movie projects
Uehara, Suwako
Oral presentation, English, 2017 MMSEE International Conference, The Korea Association of Multimedia-Assisted Language learning The Society for Teaching English through Media The Korea Association of Secondary English Education, Gyeongin National University of Education, Incheon, http://www.mmsee2017.com/main/?load_popup=1, Studies in 21st century skills and education emerged as a result of technological modernization and globalization; they explore the skills learners need to be successful workers and citizens, and how educators can prepare learners for the 21st century (Kereluik, Mishra, Fahnoe & Terry, 2014). While student-developed video projects have been studied by various researchers, such task- or project-based projects can give learners a sense of satisfaction and achievement. In this study, a student-directed movie project for 1st year English students in Japan was analyzed, and it explored whether self-directed movie projects could contribute to 21st century education. What emerged through the study was that learners experienced many skills defined in 21st century education. Guidelines and recommendation related to facilitating student-directed movies are provided., International conference
15 Sep. 2017

Tutors’ Motives & Experiences of the Writers’ Peer Support Group, an Online Writing Center
Lucovich, Dawn; Beaufait, Paul; Uehara, Suwako; Gallagher, Brian
Oral presentation, English, The Japan Association for Language Teaching (JALT) 2016, The Writers’ Peer Support Group (Writers’ PSG) is a team of over 30 volunteer readers and reviewers who collaboratively assist writers online to develop their manuscripts to a publishable level. The Writer’ PSG has supported numerous writers and conducted over 100 reviews. In this presentation, we report on clients’ perceptions of the service. The data was collected using an online survey, including demographic information, motivation for using the service, and feedback related to the usage of the online service. Client feedback overall has been favorable, and the majority of papers have been from repeat clients.
27 Nov. 2016

21st Century education for university EFL education: Japanese learners perception of the usability and likeability of Edmodo
Uehara, Suwako
Oral presentation, Japanese, SAI 2016 STEM-ATEM-ICEM Joint International Conference, STEM, ATEM, ICEM Training Center for Teachers of Middle and High School, Kookmin University The Institute of Language and Literature Research, Kookmin University, Kookmin University, Seoul, Korea, With the need to adapt to 21st Century education, the aim of this study is to focus on one particular educational learning management system. In this study, three classes with a total of 94 first-years and 30 second-year university learners (N = 124) used Edmodo, a free online learning management system, as a medium to communicate with the instructor. The participants answered an online survey related to the usability and likeability of the social learning network site. The majority found it was easy to sign up, sign in, and use Edmodo as an educational tool. Few learners used Edmodo on their PC only, whilst a third used the online social network site only on their smart phones, and half used the site on both their PC and smartphones. In this presentation, the basic features of Edmodo and the method of how Edmodo can be used for EFL use is introduced, followed by a description of the research method and results. Finally, recommendations are provided related to how Edmodo could be used in the classroom with a focus on 21st century education., International conference
24 Sep. 2016

Pre-Conference Workshop "Improving writing fluency through quickwrite and free writing in integrated skills classes"
Hashimoto Shinichi; Uehara, Suwako
Oral presentation, English, 8th International Conference on ESP in Asia 3rd International Symposium on Innovative Teaching and Research in ESP, The University of Electro-Communications, http://www.g-edu.uec.ac.jp/jointesp2016/, This is a three-part workshop which begins with the exploration of the literature in academic writing for fluency training and then identifies the common problematic areas in writing by EFL students in Japan.
In the second part of the workshop, two teaching techniques of writing, i.e. QuickWrite and Free Writing, are introduced. The presenters demonstrate two case studies whereby the two types of writing tasks are implemented in integrated skills EAP course at a Japanese university.
The last part of the workshop provides practical session for the participants to design a semi-realistic QuickWrite and/or Free Writing task for their own students. Participants are to present the design to the whole group detailing the rationale behind their design, the context, the connection with their curriculum or syllabus of a real or a pseudo course, the incorporation of ESP elements, implementation methods, involvement of peers, and evaluation system., Domestic conference
18 Aug. 2016

Investigating science students' L2 motivation and efforts using content analysis
Uehara, S; Richard; J-P, J
Oral presentation, English, The 14th Asia TEFL International Conference and 11th FEELTA International Conference
01 Jul. 2016

Clients' Experience of the Writers' Peer Support Group, and Online Writing Center
Dawn Lucovich; Paul Beaufait; Suwako Uehara
Oral presentation, Japanese, The Eighth Symposium on Writing Centers in Asia, The Writers’ Peer Support Group (Writers’ PSG) is a team of over 30 volunteer readers and reviewers who collaboratively assist writers online to develop their manuscripts to a publishable level. The Writer’ PSG has supported numerous writers and conducted over 100 reviews. In this presentation, we report on clients’ perceptions of the service. The data was collected using an online survey, including demographic information, motivation for using the service, and feedback related to the usage of the online service. Client feedback overall has been favorable, and the majority of papers have been from repeat clients., Domestic conference
05 Mar. 2016

How to provide real-time evaluation and feedback using an iPad-based application
Uehara, Suwako; Martinez Noriega; Edgar Josafat
Oral presentation, Japanese, The 18th Temple University Applied Linguistics Colloquium, Temple University Japan, Tokyo, Instructors find themselves repeating similar feedback to different students in different combinations (Uehara, 2012) and the development of an application was suggested to resolve this problem (Uehara, 2014). A synchronous presentation feedback and evaluation application for iPads is being developed and we demonstrate how to use this new application. To set up, the user can add multiple class lists with student numbers and email information in addition to names in Japanese and English. The user can also add an original evaluation criteria, criteria definition, feedback and advice following some simple steps. The application displays evaluation criteria definitions, allows for evaluation by scroll bar, displays results with one click in the form of a graph, and automated feedback text, then sends automated email to the learner based on the evaluation results. In this presentation clear step-by-step procedures on how to use the application are provided., Domestic conference
07 Feb. 2016

Learners’ perceptions of an evaluation application for classroom English-speaking presentations
Uehara, Suwako; Martinez Noriega; Edgar Josafat
Oral presentation, Japanese, The 18th Temple University Applied Linguistics Colloquium, Temple University Japan, Tokyo, While classroom management and time can be made to be more efficient through the use of technology (Donnelly, McGarr, & O’ Reilly, 2011), recently more EFL instructors have been creating their own educational applications, borne from the increased ability of GUI friendly programming platforms. We are developing a synchronous presentation feedback and evaluation application for iPad using the open source LiveCode (n.d.) platform for building mobile applications. The application evaluation displays results in the form of a graph, and provides automated feedback to learners by email attaching a photo, a graph highlighting strengths and weakness in certain evaluation criteria, feedback and advice. In this presentation, we demonstrate the application developed thus far, and discuss survey results of 60 science and engineering learners in their first year, who received evaluation results real-time for a two-sided argument English speaking assignment conducted in class., Domestic conference
07 Feb. 2016

Scaffolded Timed Speaking Grid: Developing Academic Speaking Fluency for Science Majors
Uehara, Suwako
Oral presentation, English, The Japan Association of College English Teachers (JACET), Domestic conference
12 Jul. 2015

Presentation evaluation and feedback application for iPads
Uehara, Suwako; Martinez-Noriega; Edgar Josafat
Oral presentation, English, JALT CALL 2015, Kyusyu Sangyo University, http://conference2015.jaltcall.org/, Classroom instructors are faced with the task of evaluating and providing multiple feedback in a limited amount of time. Such tasks can be monotonous and feedback language repetitive. Moreover, delivering effective presentations is a challenge, however it is an invaluable skill that learners should gain. We are developing a new presentation evaluation and support application for educators and learners for mobile platforms based on the Substitution Augmentation Modification Redefinition (SAMR) model (Puentedura, 2012). We will demonstrate the functions and usage of the current version; describe the development plan achieved thus far; the challenges faced in the implementation of this project and future plans., Domestic conference
06 Jun. 2015

Integrating Scratch coding tasks in a science and engineering university ESL classroom
Uehara, Suwako
Oral presentation, English, JALT CALL 2015, Kyushu Sangyo University, http://conference2015.jaltcall.org/, In May 2007, The MIT Media Lab released an online computer programming language, Scratch, where users can create interactive media projects such as animation, stories, games and more. Students at a Japanese science and engineering university are provided the task to code using Scratch in an ESL class. The students are free to create any project over a couple of weeks. The learners then demonstrate and present their relative creations in English in the classroom. The presenter of this workshop will provide guidelines on how to get started, highlight student projects, show a video of the student presentation and provide timelines for integrating Scratch coding in English language classroom. Then, the attendees of this presentation can take part in a practical demonstration to code using the unique Scratch graphical user interface. Functions demonstrated will include making your sprite move hide, change colour, changing background, adding sound and more., Domestic conference
06 Jun. 2015

Nurturing creativity and presentation skills for science and engineering major EFL classes using ICT
Uehara, Suwako
Invited oral presentation, Japanese, The 19th STEM International Conference, The Society for Teaching English through Media (STEM), Korea Nazarene University, Korea, International conference
16 May 2015

Developing an iPad based evaluation and synchronous feedback and application for class-based presentations
Uehara, Suwako; Martinez Noriega; Edgar Josafat
Oral presentation, Japanese, The 17th Temple University Applied Linguistics Colloquium, Temple University Japan, Osaka, https://www.tuj.ac.jp/tesol/news-events/20150207.html, Due to perceived external pressures from globalization, such as English is a must-have skill (Ushida, 2011), MEXT (2000) promotes presentation skills for classroom-based learning. Additionally, ICT use is highly encouraged by MEXT (2010) in their guidelines for 21st Century education in this information age. We are developing a synchronous presentation feedback and evaluation application for iPad using the open source LiveCode (n.d.) platform for building mobile applications. The application displays evaluation criteria definitions, allows the input of teacher and peer evaluation, displays results in the form of a graph, and provides automated feedback for learners. Evaluation results generated provide learners with advice and learners can view this to be aware of their own strengths and weaknesses. In this presentation, we describe the application functions and design; progress of the project; and demonstrate the application developed thus far., Domestic conference
07 Feb. 2015

Breaking the silence and monotony through signposting in PechaKucha
Uehara, Suwako
Invited oral presentation, English, The Association of English Language & Literature in Korea, Invited, Iksan, Korea, Domestic conference
01 Nov. 2014

Promotion of Self-access Centers: Engaging, Training and Instruction
Uehara, Suwako
Invited oral presentation, English, 2014 ETAK International Conference, Current trends and prospects of communicative language teaching in the EFL context, Invited, The English Teachers Association in Korea, Kongju National University, International conference
14 Jun. 2014

Promotion of Self-access Centers: Engaging, Training and Instruction
Uehara, Suwako
Invited oral presentation, English, 2014 ETAK International Conference, Current trends and prospects of communicative language teaching in the EFL context, Invited, The English Teachers Association in Korea, Kongju National University, http://www.etak.or.kr/bbs/view.php?id=bbs6&page=1&sn1=&divpage=1&sn=off&ss=on&sc=on&select_arrange=headnum&desc=asc&no=77, International conference
14 Jun. 2014

Optimizing classroom teaching: Enhancing presentation skills through PechaKucha
Uehara, Suwako
Oral presentation, Japanese, The 18th STEM International Conference, The Society for Teaching English through Media (STEM), Ulsan Science Museum, Korea, International conference
17 May 2014

Feedback methods of phonetic evaluation for Japanese university science and engineering majors.
Uehara, Suwako
Poster presentation, English, The International Symposium on Innovative Teaching and Research in ESP 2014, The University of Electro-Communications, http://www.shilab.bunka.uec.ac.jp/index.html, International conference
22 Feb. 2014

Speaking evaluation: Instructions to use newspaper articles
Uehara, Suwako
Others, English, Ferris University, Faculty of Letters, Department of English literature, 2013 Ferris English Teachers' FD Workshop
Sep. 2013

Developing online Self-regulated Learning for Pronunciation Practice
Uehara, Suwako
Oral presentation, English, Temple University Japan Colloquium
Feb. 2013

Internet-Based Learning: Constraints and Design
Uehara, Suwako
Oral presentation, English, The Second GRIPS Conference on English-Based University Education
Mar. 2012

Online framework for self-regulated learning
Uehara, Suwako
Oral presentation, English, The 14th Temple University Japan Colloquium
Feb. 2012

Measuring goal orientation: Future use of English
Richard, J-P. J; Uehara, S; Spence-Perkins, T
Oral presentation, English, The Japan Association for Language Teaching (JALT) 2011, National Olympic Memorial Youth Center, https://jalt.org/conference/jalt2011, 本研究では高校生と大学生がどのような目的で英語学習をしているか様々なデータを取り、分析した。データは学力、エッセー、面接などを利用し、Factor analysis, Rasch-methodなどであり、統計的な手法による結果を発表した。
20 Nov. 2011

Future use of English goal orientation as a predictor of language success
Richard, J-P, J; Uehara, S
Oral presentation, English, The Japan Association of College English Teachers (JACET)
Jun. 2011

Speech workshop to motivate students to apply for an in-house speech contest
Uehara, Suwako
Public symposium, English, Speech workshop to motivate students to apply for an in-house speech contest, Kanagawa University, Faculty of Foreign Languages, Department of English, 横浜
Jan. 2011

Preparation for Graduate School
The University of Electro-Communications

Preparation for Graduate School
電気通信大学

Reading Scientific Research
The University of Electro-Communications

Reading Scientific Research
電気通信大学

技術英語 Intermediate English for Science
The University of Electro-Communications

技術英語 Intermediate English for Science
電気通信大学

技術英語 Basic English for Science
The University of Electro-Communications

技術英語 Basic English for Science
電気通信大学

大学院技術英語
The University of Electro-Communications

Technical English － Basic English for Science（I14ｸﾗｽ)
The University of Electro-Communications

技術英語 － Basic English for Science（I14ｸﾗｽ)
電気通信大学

英語IIa (English through Movies)
相模女子大学

English IVC (English through SDG's)
相模女子大学

英語IVC (English through SDG's)
相模女子大学

English IIID (English through SDG's)
相模女子大学

英語IIID (English through SDG's)
相模女子大学

English IIa
相模女子大学

英語IIa
相模女子大学

English IIIC (English through SDG's)
相模女子大学

英語IIIC (English through SDG's)
相模女子大学

English IIZ (English through Movies)
相模女子大学

英語IIZ (English through Movies)
相模女子大学

English IIY (English through Movies)
相模女子大学

英語IIY (English through Movies)
相模女子大学

English Ig
Sagami Women's College

英語Ig
相模女子大学

English If
Sagami Women's College

英語If
相模女子大学

English Ie
Sagami Women's College

英語Ie
相模女子大学

Technical English － Intermediate English for Science（E29）
The University of Electro-Communications

技術英語 － Intermediate English for Science（E29）
電気通信大学

Technical English - Intermediate English for Science (E31クラス）
The University of Electro-Communications

Technical English - Intermediate English for Science (E31クラス）
The University of Electro-Communications

Intermediate Seminars in English
The University of Electro-Communications

Technical English － Basic English for Science (I18クラス）
The University of Electro-Communications

Technical English － Basic English for Science (I18クラス）
The University of Electro-Communications

Technical English － Basic English for Science（E32ｸﾗｽ)
The University of Electro-Communications

技術英語 － Basic English for Science（E32ｸﾗｽ)
電気通信大学

Preparation for Overseas Study
The University of Electro-Communications

Preparation for Overseas Study
The University of Electro-Communications

Career Education Seminar
The University of Electro-Communications

キャリア教育演習
電気通信大学

Preparation to Graduate School
The University of Electro-Communications

Preparation to Graduate School
The University of Electro-Communications

Academic Written English I
The University of Electro-Communications

Academic Written English II
The University of Electro-Communications

Academic Spoken English II
電気通信大学

Academic Spoken English I
電気通信大学

English IVs（ (Listening/Speaking)
Ferris University

英語IVs（聞く•話す）
フェリス女学院大学

English IIIs (Reading/Writing)
Ferris University

英語IIIs（読む•書く）
フェリス女学院大学

English Is (Listening/Speaking)
Ferris University

英語Is（聞く•話す）
フェリス女学院大学

English IIi (Speaking）
Ferris University

英語IIi（Speaking）
フェリス女学院大学

English(e) (Writing Skills)
Ferris University

英語e（Writing Skills）
フェリス女学院大学

English (Listening/Speaking)
Ferris University

英語IIIs（聞く•話す）
フェリス女学院大学

English Is (Reading/Writing)
Ferris University

英語Is（読む•書く）
フェリス女学院大学

English Writing III
Kanagawa University

英作文III
神奈川大学

English Conversation III
Kanagawa University

英会話III
神奈川大学

English Conversation I
Kanagawa University

英会話I
神奈川大学

Speech and Debate I
Kanagawa University

スピーチ•ディベートI
神奈川大学

Advanced English Conversation I
Kanagawa University

特別英会話I
神奈川大学

英語コミュニケーションA1/Integrated English IA2
St. Margaret's Junior College

英語コミュニケーションA1/Integrated English IA2
St. Margaret's Junior College

英語コミュニケーションA1/Integrated English IA1
St. Margaret's Junior College

英語コミュニケーションA1/Integrated English IA1
St. Margaret's Junior College

英語演習I(英語科科目 TOEIC対策I)
St. Margaret's Junior College

英語演習I(英語科科目 TOEIC対策I)
立教女学院短期大学

Graduate School Technical English
The University of Electro-Communications

大学院技術英語
電気通信大学

English Seminar
The University of Electro-Communications

英語演習
電気通信大学

Academic Written English II
The University of Electro-Communications

Academic Written English II
電気通信大学

Academic Written English I
The University of Electro-Communications

Academic Written English I
電気通信大学

Academic Spoken English II
The University of Electro-Communications

Academic Spoken English II
The University of Electro-Communications

Academic Spoken English I
The University of Electro-Communications

Academic Spoken English I
The University of Electro-Communications

Kantokoshinetsu Association of Teachers of English (KATE)

Society of American Film Culture (SAFC)

The Japan Association of College English Teachers (JACET)

Kanagawa University Institution for Humanities Research

（The English Teachers Association in Korea (ETAK)

The Academy of Movie English (TAME)

NPO The Japan Association for Language Teaching (JALT)