教授
ろんぐ ろばーと
【日本人学生に対する英語教育の必要性】
日本で接した学生に不足している点を補えるように、英語教育の考え方を構築しました。
1.自分が学生時代に引っ込み思案であったのは、自己表現が苦手だったとの反省
2.本学の学生は、工学的知識ではきわめて優秀であるので、将来国際的に活躍する局面で、英語での自己表現がうまくできるようにとの願いこのような考えから、親しみがわくような教材を準備して、会話に重点をおき指導しています。
First, Second-year Comprehensive English, Graduate School Integrated English course.
Technical English、Intercultural communication、Critical thinking
流暢, 最小限の回答, モノローグ, ダイアローグ, 語彙, T単位
性別間の最小限の反応 (Minimal responses between the genders),流暢問題 (Dysfluency)
異性の学生の態度 (Student attitudes of the Opposite sex / interactions)
2022 Technical Matrix I Third Edition. Perceptia Press. (In press)
2020. Explaining It All: Discussing Japanese Culture in English. Second Edition (Color Edition). Perceptia Press. ISBN: 978-4-939130-79-3
2015. Connections: Understanding Social and Cultural Issues. Third Edition. Perceptia Press. ISBN: 4-939130-91-6 [In press]
2014. Reaching Out: A Textbook for Developing English Conversation Skills. Previously entitled, Reaching For Basic Comprehension. Second Edition. Perceptia Press. ISBN: 9-784939-130755
2013. Above the Glass Ceiling: Contemporary Women Leaders [Course book & work book]. Masako Eguchi & Robert Long. Lulu Press
2012. Science Avenue. Seibido Press. ISBN: 978-4-7919-1283-4
58. Adapting E-Learning for Japanese EFL Students. Proceedings for the 2021 5th International Conference on Education and Distance Learning, Volume 14, Number 4 (Organized by IJLT). DOI： 10.18178/ijiet.2022.12.4.1618 URL: http://www.ijiet.org/vol12/1618-ED102.pdf / Adapting e-Learning for Japanese EFL. Students ISSN: 2010-3689
57. Online Grammar Checkers Versus Self-Editing: An Investigation of Error Correction Rates and Writing Quality. Journal of Nusantara Studies (JONUS), 7 (1), 441-458.
56. Back to the Drawing Board: A Longitudinal Study of Fossilized Errors. The 6th IAFOR International Conference on Education - Hawaii (IICE Hawaii2021). 2020 IAFOR Proceedings.
55. The Mirage of Progress? A Longitudinal Study of Japanese Students’ L2 Oral Grammar. The Language Teacher, 45(2), p 9-16. https://doi.org/10.37546/JALTTLT45.2-2
54. The Illusion of Progress in Students’ Fluency - A Longitudinal Study of Students’ Monologic Speech. Journal of Management and Training for Industries, 8 (2), pp. 24-36. DOI: 10.12792/JMTI.8.2.24. Print ISSN:2188-8728 Online ISSN: 2188-2274, (Proceedings article for 9th International Conference on Language, Medias and Culture (ICLMC 2020).
53. “Is there an Increase in Fluency over Levels of Proficiency? A Study of English L2 Usage of Japanese University Students." In the "International Journal of Humanities, Arts and Social Sciences (IJHASS)" Vol. 5, Issue. 6, pp. 215-223. Doi: https://dx.doi.org/10.20469/ijhss.5.20001-6
52. Lessons Learned: Insights from Japanese L2 Conversations. The International Journal of Languages, Literature and Linguistics, 6, 1. 69-75. Proceedings of International Conference on Language, Medias, and Culture (ICLMC).
51. A Longitudinal Study Japanese Students’ L2 Oral Grammar. The Asian Conference of Liberal Arts 2019 Official Conference Proceeding (ACLA2019), ISSN: 2435-3922, 17-26,Robert Long and Hiroaki Watanabe.
50. A Cold War Between the Genders: Investigating Attitudes of Japanese University Students. Conference of the International Journal of Arts & Sciences Proceedings, ISSN: 1943-6114, 11(02):1-16 (2018).
49. Evaluating and Using Authentic Language for the Classroom. (2019, April-May, The Language Teacher, 43,3, pp. 9-14.
48. Gender as a Variable in Grammatical Accuracy. Asia TEFL Journal, 15, 3, (Fall 2018 issue), 890-898. Robert Long and Yui Hatcho.
47. The First Language’s Impact on L2: Investigating Intralingual and Interlingual Errors English Language Teaching, 11, 11 , 115-121. (2018). Robert Long and Yui Hatcho.
46. Investigating Syntactical and Lexical Complexity in Gendered and Same-sex Interactions. (2018). English Language Teaching,11, (6), 121-141,
45. Exploring Japanese Student Attitude Change to Gendered Interactions. (2018). International Journal of Languages, Literature, and Linguistics, 4(1), 56-60.
44. Delving into Dysfluency. Submitted to The Language Teacher. Under consideration.
43. Fluency and Dysfluency in Same-sex Interactions: Preliminary Results. (2016) Proceedings for the International Journal of Arts and Sciences Conference, 227-238.
42. Gendered Fluency and Dysfluency: Preliminary Findings. (2016). Proceedings for the IAFOR International Conference on Language Learning, ISSN: 2189-1044, 91 – 108.
41. 大学生のグローバル化像に関する検討, (2014). Honda Itsuo & Robert Long. Proceedings for 第63回九州地区大学一般教育研究協議会の系列別部会, 172-179.
40. “Distinguishing Key Parameters of Fluency and Dysfluency over Increasing Levels of Proficiency.” (2014). Proceedings for the International Academic Conference on Social Sciences and Humanities (IAC-SSaH), 254 - 281.
39. “An Essay about KIT Students’ Views of Globalization and their Suggestions for Education.” 大学生のグローバル化像に関する考察, Honda Itsuo & Robert Long. Kyushu Institute of Technology Bulletin, 九州工業大学における学生調査をもとにMarch, 2014, Vol, 62, 69-85.
38. “Understanding Fluency through Dysfluency: Comparing EFL Learners with Native
Speakers.” International Journal of Arts and Sciences (IJAS) 2014 Proceedings 7(6), 61-80.
37. “Comparing EFL Learners and Native Speaker Fluency.” The 5th International Conference on Language and Communication 2013 Proceedings, 14-34. Robert Long & Masatoshi Tabuki.
36. “Complexity and Fluency Indicators of “Good” Speakers.” Robert Long. JALT2013 Proceedings, 163-175.
35. “Differences in Lexical and Syntactical Complexity in Japanese Students’ Monologues and Dialogues.” Robert Long and Masatoshi Tabuki, (2013). Journal of International Scientific Publications: Language, Individual & Society, 7(1), Part 1. 292-302.
34. “A Review of ETS’s Criterion Online Writing Program for Student Compositions.” Robert Long. The Language Teacher, 37, 3, 13- 20.
33. “The Impact of Feedback on Lexical Complexity in English Compositions.” Robert Long and Masatoshi Tabuki, 2013 KASELE Bulletin, 41, 19-27.
32. “A Longitudinal Study of Novice-level Changes in Fluency and Accuracy in Student Monologues,” (2012), Robert Long, English Language Teaching, 5, 10, 129-137.
31. “Evaluating Writing Skills and Teacher Feedback Using an Online Writing Program.” (2012). Robert Long & Masatoshi Tabuki, 2012 KASELE Bulletin, 40, 69-76.
68. Teacher Recommendations for Writing Programs in Japanese Universities. 2022 3rd Asia Education Technology Symposium, (AETs), September 3rd-September 5th, Online (Fukuoka, Japan).
67. Characterizing Japanese Learner’s Written Complexity, Accuracy, and Fluency Over a School Year. 5th International Conference on Teaching, Learning and Education. July 08-10, 2022, Zurich, Switzerland.
66. An Innovative Method of Teaching Grammar and its Impact on Standardized Test Scores. 5th International Conference on Teaching, Learning and Education. July 08-10, 2022, Zurich, Switzerland.
65. Adapting E-Learning for Japanese EFL Students. 2021 5th International Conference on Education and Distance Learning. (Organized by IJLT). July 21-23, Rome, Italy (Online).
64. The Fine Art of Explaining Japanese Culture. JALT2021 International Conference, (JALT). November 10-14, (Online).
63. The Usefulness of Online Grammar Checkers. The XVth International Conference on Business, Economics, Law, Language & Psychology (ICBELLP), September 16-17, 2021, Athens, Greece. (Online)
62. Back to the Drawing Board: A Longitudinal Study of Fossilized Errors. The 6th IAFOR International Conference on Education - Hawaii (IICE Hawaii2021). January 6-8, 2021.Hawaii,USA. Zoom Online.
61. Crossing the Proficiency Divide. JALT2020 International Conference, Tsukuba, Japan. November 16-23, 2020. Zoom Online. Presenter ID#36.
60. Where to Go from Here? A Longitudinal Study of Students’ Monologic Speech: And Why This Matters. The 9th International Conference on Language, Medias and Culture (ICLMC 2020). September 19-21, 2020. Kokura, Japan. Zoom Online. [Keynote Presentation]
59. Missing the Mark: A Longitudinal Study of Japanese Students’ L2 Oral Grammar. Paper given to the 2nd IAFOR Conference for Higher Education Research, November 8-10, 2019 in Hong Kong, China.
58. Characterizing the Complexity, Accuracy, and Fluency in Japanese L2 Writing: Preliminary Results. Paper given to the 21st ICTEL2019 International conference on Teaching, Education & Learning, October 14-15, 2019, Prague, The Czech Republic.
57. Gains and Losses in Fluency Over an Academic Year: A Longitudinal Study of Japanese Students’ L2. Joint presentation, with Hiroaki Watanabe. Paper given to the 21st ICTEL2019 International conference on Teaching, Education & Learning, October 14-15, Prague, The Czech Republic.
56. Lessons Learned: Insights from L2 Conversations. Keynote Speech given to the 2019th 8th International Conference on Language, Medias, and Culture (ICLMC), April 10-12, Osaka, Japan.
55. A Cold War Between the Genders: Investigating Attitudes of Japanese University Students. Paper given to the Budapest 2018 International Conference for Academic Disciplines, July 24-27, 2018 Budapest, Hungary.
54. Ten Interesting and Distinctive Aspects of Spontaneous and Authentic Language. Paper (Plenary) given to the International Conference on Language, Medias, and Culture (ICLMC) 2018, Fukuoka, Japan, March 26-28th.
53. Minimal Responses in Gendered L2 Interactions. Paper (Plenary) given to the 27th International Conference on Psychology & Language Research (ICPLR), 2017, Bangkok, Thailand, December 28-29th.
52. Talking Across the Gender Gap: Exploring Minimal Responses in Gendered L2 Interactions Over Three Weeks. Paper given for the International Academic Multidisciplinary Research Conference (ICBTS) 2017, Munich, Germany, May 4-6.
51. Exploring Japanese Student Attitude Change to Gendered Interactions. Paper accepted for the International Conference on Language, Media, and Culture (ICLMC, 2017), International Economics Development and Research Center, Kyoto, March 25,-27, 2017.
50. Online Learning, Fluency and Dysfluency. Paper presented at the Kitakyushu JALT Conference, ウェルとばた, (Well Tobata), January 14, 2017.
49. Fluency and Dysfluency in Same-sex Interactions: Preliminary Results. Paper presented at International Journal of Arts and Sciences, FWWien University of Applied Sciences of WKW, Vienna, April 17 – 21, 2016.
48. Gendered Fluency and Dysfluency: Preliminary Findings. Paper presented at the IAFOR International Conference on Language Learning 2016, Dubai, UAE. February 27-29, 2016.
47. Distinguishing Key Parameters of Fluency and Dysfluency over Increasing Levels of Proficiency. Paper presented at the International Academic Conference on Social Sciences and Humanities (IAC-SSaH), Prague, Czech Republic. November 14, 2014.
46. 大学生のグローバル化像に関する検討. Paper presented at第63回九州地区大学一般教育研究協議会の系列別部会（教授法・カリキュラム部会、2014年9月6日. 九州大学、糸島キャンパス
45. Understanding Fluency through Dysfluency: Comparing EFL Learners with Native Speakers. Paper presented at the International Journal of Arts and Science. Valletta, Malta. March 6, 2014.
44. Comparing EFL Learners and Native Speaker Fluency. Paper presented at the 5th International Conference on Language and Communication: Innovative Inquiries and Emerging Paradigms in Language, Media and Communication. Bangkok City, Thailand. December 12-13, 2013.
43. Complexity and Fluency Indicators of Good Speakers. Paper presented at JALT2013, Kobe, Japan. October 25-28, 2013.
42. Differences in Lexical and Syntactical Complexity in Japanese Students’ Monologues and Dialogues. Paper presented at Language, Individual & Society 7th International Conference in Sunny, Beach, Bulgaria, September 7 – 10th, 2013.
41. The Impact of Feedback on Lexical Complexity in English Compositions. Paper presented at KASELE 2012, in Nagasaki, Japan, December 8, 2012.
40. ETS’s Criterion Online Writing Program. Paper presented at JALT2012 Conference, at Hamamatsu, Japan, in ACT City, October 12-15, 2012.
39. Evaluating Writing Skills and Teacher Feedback Using an Online Writing Program. Paper presented at the 40th KASELE conference, at Miyazaki University, December, 10, 2011.
▶He teaches general conversational English （reading, writing, speaking） to technical students through the textbooks, he has written. Representative textbooks are Connections: Understanding Social and Cultural Issues, and Technical Matrix.
▶Such texts help students to think through particular social problems and to develop better critical thinking skills.
▶He loves Japanese culture and customs and has written new fables along relating to Buddhism, Japanese culture, and Aesop for the public.
