九州大学 研究者情報
発表一覧
HASWELL CHRISTOPHER GARETH(はずうえる くりすとふあー がれす) データ更新日:2024.06.06

准教授 /  言語文化研究院 言語環境学部門


学会発表等
1. Christopher G. Haswell, Jonathan Shachter, How experts view English Medium Interaction’s development: a podcast-related research narrative, Lakeland International University, 2023.06.
2. Christopher G. Haswell, Jonathan Shachter, New routes for qualitative research using podcast interviews, JALT PanSIG, 2023.05.
3. Christopher G. Haswell, Jonathan Shachter, How can we learn what academics think about their peers’ opinions?, KOTESOL, 2023.04.
4. Christopher G. Haswell, Aaron Hahn, Producing online content for an English as a Lingua Franca course, JALT International Conference, 2022.11.
5. Christopher G. Haswell, Jonathan Shachter, How to accommodate silent learners in your classroom, JALT International Conference, 2022.11.
6. Christopher G. Haswell, Jonathan Shachter, Using an Academic Podcast to Gain Insights on Student Silence, JALT Listening SIG, 2022.09, This research presentation covers an audio podcast project called “Lost in Citations.” As the COVID-19 crisis of 2020 led to the suspension of research activities and conferences for the better part of two years, we aimed to connect with academics and disseminate research information with a global audience. With each episode centered on an academic publication, the main goals of this long-form interview-style podcast were to (a) explore elements of research activities that added context to the publication, (b) learn more about the background of each guest, and (c) gain insights into researching and writing better academic papers. After interviewing guests with similar specialties, the researchers became aware of a research opportunity wherein the interviews themselves could be treated as qualitative data.
We will first discuss the background to this project and how it evolved into a data collection endeavor. Then, we will outline an example of the thematic similarities that emerged after interviewing five leading scholars in the field of silence in Japanese university English language learning classrooms. The themes that emerged in this "podcast narrative" are as follows: ways of conceptualizing silence, silence, and culture, approaching research, problematizing and coping with unwanted silence, and categorizing meaningful/productive silence.
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7. Christopher G. Haswell Jonathan Shacter, Using alternative methods of research to investigate psychology-related journal articles, Lakeland International University, 2022.06.
8. Christopher G. Haswell, Jonathan Shachter, Silence in the language classroom, SUFTL, 2022.02.
9. Christopher G. Haswell Jonathan Shacter, Opportunities afforded by the production of a research-oriented podcast “Lost in Citations”
, CamTESOL, 2022.01.
10. Christopher G. Haswell Jonathan Shacter, Turning the Lost in Citations podcast into a research opportunity, JALT International Conference, 2021.11.
11. Christopher G. Haswell, Aaron Hahn, Kevin Browne, Teaching and Testing Intercultural Communication Competencies Using a Global Model
, Lakeland International University, 2021.06, [URL], In 2013, we proposed a Global Model of English that demonstrated how linguistic interactions occur and how these interactions can be mapped. This presentation updates the findings of our research, covering the pedagogical implications for the teaching and testing of English using a global perspective and dynamic approach, and suggests methods to improve the confidence of our students when using English in the linguistically complex real world.
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12. Christopher G. Haswell, Jonathan Shacter, The developing state of English as a Lingua Franca, Asia Pacific Language Journal, 2021.05, [URL], With pandemic lockdowns restricting movement and contact, we began a podcast series in March 2020 to interview academics with whom we had an interest in speaking. After several months of content, we began to analyze the interviews as a source of qualitative data. A narrative emerged related to the current state of World Englishes (WE) and English as a Medium of Instruction (EMI) courses from several interviews with experts in the field, including Dr. Jennifer Jenkins, Dr. Aya Matsuda, Dr. Nobuyuki Hino, and Dr. Ahmar Mahboob. In this presentation, we introduce our method of investigation and what we have learned about the current state of these academic fields, which includes strong disagreement on the future directions of related research among these and other experts. We also highlight how this narrative has affected the progress of our project through subsequent interview testimony and commentary. The intent of this project is to learn more about state-of-the-art research in various fields and better understand the backgrounds of the researchers writing the books and articles shaping our modern academic landscape.

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13. Christopher G. Haswell, Promoting an effective university teaching assistant program employing international students, Asia Pacific Language Journal, 2020.12, This presentation provides an insight into how programs developed to bring international students into university classrooms support national and institutional internationalization policies. Teaching assistants cover a number of sociolinguistic fields which affect the quality of education and student life at a university. The role of teaching assistant is also a popular type of employment for the many thousands of international students currently attending Japanese universities. For this reason, implementing a program attuned to the specific needs and abilities of international students is in the long-term interests of most, if not all, universities. This presentation introduces findings from a multi-year research project involving teaching assistants, teachers, and program coordinators, using qualitative data drawn from the interview testimony of these people with first-hand experience of a variety of teaching assistant programs. The major finding of this study was that international students in the role of teaching assistant were consistently under-utilized, meaning that opportunities for professional, personal, and interpersonal development were missed. The reasons for this included a lack of program direction and resistance from teachers to efforts to have international student teaching assistants undertake a wider role in classroom activities. This project has both practical and political implications, as it intends to improve the lives of international students on campus while supporting the goals of institutional and government policies. Based directly on the findings of this study, changes in programs at both Ritsumeikan APU and Kyushu University have been made, benefitting all stakeholders. This presentation provides concrete examples of what can be done to produce a program that is genuinely beneficial for all involved..
14. Christopher G. Haswell, R. Fujita & M. Rodriguez-Yagi, Content-Based Instruction in L2 Learning, JACET, 2019.07, From 2018, Kyushu University opened the School of Interdisciplinary Studies and Innovation (共創学部). Within the school, students were to receive a far more intensive version of English study than that required of the students in other faculties. These courses were divided into three different sections: Global Issues covers international subjects; Japanese Issues covers topics relevant to Japan; Research Issues prepares students with academic-related skills. Two of these would be taught concurrently, forming 6 hours of classroom contact time per week

This presentation explains how these courses cover topics such as globalism, language, politics, business, and science. All classes are conducted in English and are both skill and content-based. Materials range from newspapers, academic journal articles, to video lectures such as TED. Students are expected to conduct original research through 4-5 hours of independent study per week..
15. Christopher G. Haswell, Aaron Hahn, Modeling motion within and between linguistic realms, Lakeland International Conference, 2019.06, The Global Model aims to present the most state-of-the-art representation of international English usage, especially in its growing status as a global lingua franca. Unlike previous models, the Global Model simultaneously represents both users and English varieties (including non-national varieties), while also being dynamic and providing insight into different types of international communication.

It is to the last feature that the current presentation attends. One of the realities of the modern world is the number of interactions being conducted in English is increasing, and this interaction regularly occurs between not only users of different varieties of English, but also different levels of proficiency. Many ESL and EFL courses don’t prepare students to negotiate meaning and successfully communicate in multi-level, multi-varietal circumstance; instead, the only actors tend to be fully fluent textbook models or the students themselves. Furthermore, such courses tend to position one geographically distant “standard” variety (usually a so-called “native speaker” variety) as the target for all language learning. Instead, the emphasis should be on maximizing communicative potential through the development of strategies which help mitigate asymmetries.

This presentation will discuss the theoretical underpinnings of the Global Model and then demonstrate a recent refinement in the model that allows for a systematic representation of seven potential communicative circumstances dependent upon the relative proficiency and flexibility of the interlocutors. Additionally, it introduces practical activities from an EMI course at Kyushu University and an in-production textbook based on these concepts..
16. Christopher G. Haswell, Max Praver, Measuring student engagement with an English language learning app, A-Mode, 2019.06, The recent ubiquity of mobile devices has shortened the attention spans of our students. This has, in turn, led to an accelerated trend of microlearning, short-term, small-unit learning strategies. These strategies can be facilitated by the use of smartphone apps, capitalizing on the platform’s popularity and distinct advantages of portability and familiarity. Consequently, there is an immediate need to understand the usage patterns and learning effectiveness of these mobile devices in second language acquisition. This study set out to answer the following question: To what degree does time on task with an English language learning app indicate increased proficiency with the platform, as measured by pre-post test scores? This presentation reports how an English language learning app called English Gauge, specifically created for this study and used by 300 students over a 5-week period, performed to answer this research question. The app included grammar, vocabulary, and listening activities of increasing difficulty, with users being encouraged by the possibility of collecting progress and proficiency-related badges, and a leaderboard of the group’s progress. Correlation analyses and paired t-tests were used to determine the existence and strength of the relationship between the overarching metric of ‘time on task’, which included total number of sessions, average session length, total amount of time spent with the app, and student test scores. Results clearly show that time spent using the app was positively correlated with students’ improvement in test scores, a finding that indicates the importance of consistent and repeated engagement with materials to achieve proficient familiarity. Finally, this presentation will discuss the implications for designing future English educational apps and how teachers and developers can build on the conclusions of this research. .
17. Christopher G. Haswell, Achieving the aims of internationalization utilizing international teaching assistants, Language In Focus , 2019.05.
18. Christopher G. Haswell, Max Praver, Metrics of microlearning using an English language learning app, Language In Focus , 2019.05, The recent ubiquity of mobile devices has shortened the attention spans of our students. This has, in turn, led to an accelerated trend of microlearning, short-term, small-unit learning strategies. These strategies can be facilitated by the use of smartphone apps, capitalizing on the platform’s popularity and distinct advantages of portability and familiarity. Consequently, there is an immediate need to understand the usage patterns and learning effectiveness of these mobile devices in second language acquisition. This study set out to answer the following question: To what degree does time on task with an English language learning app indicate increased proficiency with the platform, as measured by pre-post test scores? This presentation reports how an English language learning app called English Gauge, specifically created for this study and used by 300 students over a 5-week period, performed to answer this research question. The app included grammar, vocabulary, and listening activities of increasing difficulty, with users being encouraged by the possibility of collecting progress and proficiency-related badges, and a leaderboard of the group’s progress. Correlation analyses and paired t-tests were used to determine the existence and strength of the relationship between the overarching metric of ‘time on task’, which included total number of sessions, average session length, total amount of time spent with the app, and student test scores. Results clearly show that time spent using the app was positively correlated with students’ improvement in test scores, a finding that indicates the importance of consistent and repeated engagement with materials to achieve proficient familiarity. Finally, this presentation will discuss the implications for designing future English educational apps and how teachers and developers can build on the conclusions of this research. .
19. Christopher G. Haswell, TA programs with international students, JALT, 2018.11.
20. Christopher G. Haswell, Aaron Hahn, A ‘Global Model’ of English’s development and use, KOTESOL, 2018.10.
21. Christopher G. Haswell, Utilizing a Smartphone App to Improve Student Engagement with Microlearning, KOTESOL, 2018.10.
22. Christopher G. Haswell, Teaching assistant programs using international students, Lakeland University, 2018.06.
23. Christopher G. Haswell, Implementing an effective teaching assistant program using international students, ALLT, 2018.03.
24. Christopher G. Haswell, Maximizing teacher assistant program benefits, JALT Pan-SIG, 2018.03.
25. Christopher G. Haswell, An accurate representation of a globally-modeled English language, KOTESOL, 2017.10.
26. Christopher G. Haswell, International teaching assistants: at the intersection of policy and experience, KOTESOL, 2017.10.
27. Christopher G. Haswell, Authenticity and internationalization; necessity and empowerment, JACET, 2017.08.
28. Christopher G. Haswell, Connecting student perspectives with international English via the Global Model, Lakeland University, 2017.06.
29. Christopher G. Haswell, Connecting the Global Model to effective intercultural communication in English, ISA, 2017.06.
30. Christopher G. Haswell, Akira Kuwamura, Annette Bradford, International students as teaching assistants, APAIE, 2017.03.
31. Christopher G. Haswell, Teaching Assistants and university internationalization, KOTESOL, 2016.10.
32. Christopher G. Haswell, Encouraging student engagement through authenticity, JACET Kyushu-Okinawa Chapter, 2016.07.
33. Christopher G. Haswell, The value of TAs for international university education, Lakeland University, 2016.06.
34. Christopher G. Haswell, The institutional, educational, and personal benefits of employing international students as university teaching assistants, ISA, 2016.06.
35. Christopher G. Haswell, Aaron Hahn, The Global Model of English, JALT, 2015.11.
36. Christopher G. Haswell, Internationalization and EMI: the problem of linguistic stress in the university classroom, KOTESOL, 2015.10.

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