講師

ナール マシュー

ナール マシュー

Matthew Nall

所属 基盤教育群
学位 英語教授法 ネバダ大学、リノ校 2011年 (修士号)
(MATESOL, University of Nevada, Reno, 2011)
英語文学 ネバダ大学、リノ校 2009年 (学士号)
(BA English Literature, University of Nevada, Reno, 2009)
スペイン語と政治学 南ユタ州大学 2006年 (学士号)
(BA Spanish/Political Science Double Major, Southern Utah University, 2006)
E-mail nall(a)myu.ac.jp
※メール送信の際には「(a)」を「@」に変えてご利用ください
電話番号 022-245-1302
シーズ集 英語コミュニケーションを通じて日本の未来を構築しよう!
researchmap https://researchmap.jp/matthewgarynall

職位

講師

学歴

2006年5月 南ユタ州大学 政治学とスペイン語専攻 学士号 卒業
2009年5月 ネバダ大学 リノ校 英語文学専攻 学士号 卒業
2011年5月 ネバダ大学 リノ校 英語教授法 修士号 卒業
2021年9月 龍谷大学 グローバルスタディーズ研究科 博士後期課程 入学

主な職歴

2006年6月 United States Department of The Interior; Bureau of Land Management: Firefighter
2011年8月 福島県教育委員会 県立橘高等学校 外国語指導助手
2016年4月 公立大学法人 宮城大学 国際交流・留学生センター 助教
2017年4月 公立大学法人 宮城大学 基盤教育群 助教
2017年4月 国立大学法人 宮城教育大学 非常勤講師
2021年4月 国立大学法人 東北大学・教育学研究科 非常勤講師
2022年4月 公立大学法人 宮城大学 基盤教育群 講師

本学における担当科目

English Self-Expression 1, English Self-Expression 2, English Expedition, Academic Writing, British Literature (全学自由ゼミ)

専門分野

英語教授法、応用言語学 (TESOL, Applied Linguistics)

所属学会・社会活動等

JASELE 全国英語教育学会
TELES 東北英語教育学会
JACET 大学英語教育学会
​​​​​​JALT 全国語学教育学会
Asia TEFL
TESOL International Association (Co-Editor: Bilingual Basics)
Mexico TESOL (Editor-for-Refereed Articles: MEXTESOL Journal)
Korea TESOL

主な著書・論文

Published Articles:

  • A future of hope and dread: How pre-service teachers are situating their identities within modern Japanese value and belief systems. (2024)
  • Long-term effects of Exploratory Practice on language teachers and students. (2024)
  • Enhancing student quality of life in language classrooms via Joint Exploratory Practice. (2023)
  • Expanding opportunities for social language and social inclusion among adult learners. (2023)
  • “Indulge in a little chaos”: Assistant language teachers’ pedagogical knowledge development through the lens of complex dynamic system theory. (2023)
  • Trans-Speakerism: A Trioethnographic Exploration into Diversity, Equity, and Inclusion in Language Education. (2023)
  • Shifting from native-speakerism to trans-speakerism: A trioethnography of language teachers in Japan. (2023)
  • Language teacher emotion research in Japan: A review from a post-structural and ecological perspective (2022)
  • Negative transfer among adult and L2 proficiency: Breaking the gridlock in the research. (2022)
  • Teaching English in English: A duoethnographic inquiry into beliefs, attitudes, and experiences in Japan. (2022)
  • Investigating Stereotype Threat in Foreign Language Acquisition: A Preliminary Study. (2021)
  • Trends in Productive, Receptive, and Multidimensional Vocabulary Metrics on University Entrance Exams in Northern Japan. (2021)
  • Language Teacher Identity: Historical Perspectives, Philosophical Frameworks, and Research Directions for Japan. (2021)
  • Supporting Social and Emotional Learning in the EFL/ESL Classroom: How the New Science of Child Development Can Inform Second Language Acquisition Theory and Practice. (2020)
  • Success Stories from Fukushima: Accounts from a Tragedy Presented in 5 Acts. (2020)
  • Improving Student Conversation Skills by Teaching Negotiation for Meaning (2018年)

Books, Book Chapters, and Encyclopedias:

  • Nall, M., & Mansouri, B. (2023). Exploring the role of emotion in ALTs’ professional identity construction in Japan: An ecological perspective. In T. Hiratsuka (Ed.), Team teachers in Japan: Beliefs, identities, and emotions. Routledge
  • Nall, M. (2022). The Great East Japan Earthquake Disaster of 2011: Fukushima’s dialogical negotiations of identity. In L. Trepanier (Ed.), Making Sense of Diseases and Disasters: Reflections of Political Theory from Antiquity to the Age of COVID. Routledge.
  • Nall, M. (2022). Practical action research for improving EFL presentations: Can self-assessment and mobile assisted language learning be helpful? In M. R. Ramirez Alva and L. Pérez Cascante (Eds.), EFL Research Series for Teachers: Pedagogical Innovations Facilitated by TICs in the Classroom. Casa Grande University Press.
  • Nall, M., Mansouri, B., & Huhta, A. (2022). Close-ended vocabulary assessments. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching. Wiley.
  • Case, R. & Nall, M. (2022). Negative Pragmatic Transfer. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching. Wiley.

Other publications:

  • Nall, M., & Wilson, M. (2023). Returning to study abroad in the COVID-19 era: Report on a short-term study abroad program in 2022 [Practical Report]. Miyagi University Research Journal, 3(1), 43-53.
  • Interview with Takaaki Hiratsuka [Interview about a recent publication regarding narrative inquiry into language teacher identity]. The Language Teacher, 47(1), 30-33. (2023).
  • [Review of the book Language teacher educator identity, By G. Barkhuizen (2021)], TESOL Journal. (2022)
  • Interview with Nicholas Rhea. [An interview about language teaching in Afghanistan and the implications of recent political/ideological changes with regard to future educational policy and women’s education].  The Language Teacher (2022)
  • Finding Your Voice in the World of Academic Writing and Publishing: A Guide for both Novice and Experienced Writers [Review of the Book How to Write a Lot: A Practical Guide to Productive Academic Writing, by P. J. Silvia].  MEXTESOL Journal (2021)
  • [Review of the Book Theorizing and Analyzing Language Teacher Agency, by H. Kayi-Aydar, X. Gao, X., M. Varhese, & G. Vitanova, Eds.].  Innovation in Language Learning and Teaching (2020)
  • [Review of the Book The TESOL Encyclopedia of English Language Teaching, by J. I. Liontas (Ed.)].  CATESOL Journal (2018)

研究内容

Language teacher identity, agency emergence, second language discourse analysis, pragmatic transfer.

【科学研究費】 (Grants-in-Aid for Scientific Research KAKENHI)
  • 基盤C代表 (Principal investigator) (2023-2025).「Expanding horizons in language teacher identity and agency research: A phenomenological analysis of ALTs in Japan」
  • 基盤C分担 (Co-investigator) (2023-2025).「Team teachers in Japan: Beliefs, identities, and emotions」

講演等が可能なテーマ

Language Teacher Identity development and agency emergence; Dialogical Self-Theory in Education.

学生へのメッセージ

We are all global citizens. We must never forget that, and work toward a bright future in a globalized society. Your English studies are more important than you can imagine! Let's do our best!

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