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◆ David Gardner

 

◆ Seiko Oguri

 

◆ Marianne Rachel G. Perfecto

 

 

 

 

 

 

 

 

 

 

 

◆ David Gardner

 

David Gardner

The University of Hong Kong

China

 

David Gardner’s teaching experience spans EFL, ESP and EAP as well as TEFL for trainee teachers, applied linguistics at master’s level and PhD supervision. He has taught at secondary and tertiary levels in France, Saudi Arabia, England, Thailand and Hong Kong, and has consulted /collaborated on projects in Mexico, Indonesia, Taiwan and Hong Kong. He is currently an honorary associate professor at the University of Hong Kong. His current research interests focus on the internationalization of tertiary education and on self-access language learning. He is co-author (with Ken Lau) of a number of articles about internationalization; author/editor/co-author (with Lindsay Miller) of articles and books about self-access learning. He is also the editor of the Asian Journal of Applied Linguistics (SCOPUS listed).

 

 

 Selected Publications (for a full list of publications please see: http://caes.hku.hk/dgardner)

 

 

Articles/Chapters:

• Lau, K., & Gardner, D. (2019). Disciplinary variations in learning styles and preferences: Implications for the provision of academic English. System, 80, 257-268. https://doi.org/10.1016/j.system.2018.12.010
• Gardner, D., & Lau, K. (2018). Learning and using English: what experience and expectations do non-local Asian international students bring to their university studies in Hong Kong? Oxford Review of Education, 44(6), 755-770. https://doi.org/10.1080/03054985.2018.1448262
• Gardner, D., & Lau, K. (2017). One international university, two perspectives: the role of English as a lingua franca as perceived by Mainland and Hong Kong Chinese students. Compare: A Journal of Comparative and International Education, 49, 192-210. https://doi.org/10.1080/03057925.2017.1392846
• Gardner, D.(2017) The evolution and devolution of management and training needs for self-access centre staff. Studies in Self-Access Learning Journal, 8(2) 147-156. http://sisaljournal.org/archives/jun17/gardner
• Gardner, D., & Yung, K. W. H. (2017) Learner motivation in self-access language learning. Innovation in Language Learning and Teaching 11(2), 159-176. https://doi.org/1080/17501229.2015.1088545
• Gardner, D., & Lau, K. (2015). A new generation: Profiling Hong Kong tertiary English learners. In K. C. Li, K. S. M. Leung, J. Yam, S. Lee, F. K. C. Lee, & M. Y. M. Tsoi (Eds.), Proceedings of the First International Conference on Linguistics and Language Studies (pp. 89-101). Hong Kong: Chartered Institute of Linguists Hong Kong Society.
• Gardner, D., & Miller, L. (2014). The professional identity of SALL practitioners. In R. Watson-Todd (Ed.), Proceedings of the DRAL2/ILA Conference (pp. 106-114). Bangkok, Thailand: King Mongkut University of Technology Thonburi.
• Gardner, D., & Miller, L. (2013). The management skills of SALL managers. Studies in Self-Access Learning Journal, 4(4), 236-252.
• Gardner, D., & Miller, L. (2013). Self-access managers: An emerging community of practice. System, 41(3), 817-828. https://doi.org/10.1016/j.system.2013.08.003
• Lai, C., Gardner, D., & Law, E. (2013). New to facilitating self-directed learning: The changing perceptions of teachers. Innovation in Language Learning and Teaching, 7(3), 281-294 https://doi.org/10.1080/17501229.2013.836208

 

Books:

• Gardner, D., & Miller, L. (2014). Managing self-access language learning. Hong Kong: City University Press.
• Gardner, D. (Ed.). (2011). Fostering autonomy in language learning. Gaziantep: Zirve University.  https://doi.org/10.13140/RG.2.1.2654.8886
• Gardner, D. (Ed.). (2007). Learner autonomy 10: Integration and support. Dublin: Authentik.
• Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge, UK: Cambridge University Press.
• Gardner, D., & Miller, L. (Eds.). (1996). Tasks for independent language learning. Virginia, USA: TESOL.
   

 

 

 

 

◆ Seiko Oguri 

 

Seiko Oguri

Chubu University

Japan

 

Seiko Oguri, Professor of EFL at Global Education Center, Chubu University, was the vice-director of the Center for Languages and Cultures from 2010 to March 2019. She has been involved in English curriculum design using the Internet since late 1990s, held workshops for children and their family to raise inter-cultural awareness and readiness for 20 years, and carried out projects and workshops to help students become more autonomous learners. Her recent research interest focuses on changing roles of teachers in blended learning era and the significance of face-to-face classes.  In her earlier career, she worked in non-academic field including working as a translator/Japanese editor-in-chief/conference organizer at United Nations Center for Regional Development (UNCRD) and as an overseas telephone operator in Japan.  She holds a BA in linguistics from Foreign Language Studies, Nanzan University, Japan, and  a MA from School of International and Public Affairs/East Asian Institute at Columbia University, New York.

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Profile

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Seiko Oguri, Professor of EFL at Global Education Center, Chubu University, was  the vice-director of the Center for Languages and Cultures  from 2010 to March 2019. She has been involved in English curriculum design using the Internet since late 1990s, held workshops for children and their family to raise inter-cultural awareness and readiness for 20 years, and carried out projects and workshops to help students become more autonomous learners. Her recent research interest focuses on changing roles of teachers in blended learning era and the significance of face-to-face classes.  In her earlier career, she worked in non-academic field including working as a translator/Japanese editor-in-chief/conference organizer at United Nations Center for Regional Development (UNCRD) and as an overseas telephone operator in Japan.  She holds a BA in linguistics from Foreign Language Studies, Nanzan University, Japan, and  a MA from School of International and Public Affairs/East Asian Institute at Columbia University, New York.

 

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Publications

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Oguri S., Takamaru H., Allen D.P., Kato T. (2018)

The Effects of ATR CALL BRIX Implementation: An Attempt to Reduce English Pronunciation Anxiety, Journal of Chubu University Education 18

 

Allen D.P., Oguri S. (2018)

20 Years of PASEO at Chubu University: A Description and Summary of Changes, Journal of Chubu University Education 18

 

Oguri S., Takamaru H., Allen D.P., Kato T. (2017)

Improving Students' Motivation through Blended Learning: A Case Study in the English Programs for College of Engineering, Journal of Chubu University Education 17

Oguri S. (2014)

From mentoring to monitoring: Self-study record filing toward self-regulated learner development. The Sixth CLS International Conference Proceedings, pp. 379–393. Center for Language Studies, National University of Singapore.

 

Stotts, A. & Oguri, S. (2013)

Self-access rooms: Accountability and mentoring. In N. Sonda & A. Krause (Eds.), The Japan Association for Language Teachers (JALT) 2012 Conference Proceedings, pp. 239-245.

 

Oguri  S. & Yanagi T. (2012)

Building Autonomous EFL Learners Skills Through Semi-Direct Writing Feedback, The Fifth CLS International Conference Proceedings,

pp.539-546, Center for Language Studies, National University of Singapore. ISBN: 978-981-07-4758-9

 

Oguri, S. (2012)

Kids' Seminar on Cultural Awareness: Increasing Intercultural Readiness in Japan's Elementary Students, The Fifth CLS International Conference CLaSIC 2012 Proceedings,  pp.547-554, Singapore, ISBN: 978-981-07-4758-10

 

Oguri, S. (2000)

Japan Today Trivia Quiz: Interactive Web Page for Culture and Language Exchange, Recipes for Wired Teachers, JALT-CALL NSIG, 2000

 

Ozeki S., Oguri, S. (1998)

Collaborative Learning Using Interactive Web Pages, The Proceedings of The Third Conference on Foreign Language Education and Technology, Univ. of Victoria, 1998

 

Ozeki S., Oguri, S. (1997)

Collaborative Language Learning Using Web Pages, CALL: Basics and Beyond,The Proceedings of the Second Annual JALT CALL SIG National Conference, Chubu Univ., 1997

Oguri, S. (1995)

Intensive Writing Project Using an Internet Newsgroup, Virtual Connections.  In  Mark Warschauer ed. Virtual Connections: Online Activities & Projects for Networking Language Learners (National Foreign Language Center Technical Reports No 8) Univ of Hawaii Press, Hawaii

 

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Presentations

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Oguri S., Allen D.P., Kato T. (2018)

Cyclical Blending: a case study of implementation and outcomes

Pan-Pacific Association of Applied Linguistics (PAAL)

Conference 2018, August 21-23, 2018

Juntendo University, Tokyo

 

Oguri S., Allen D.P., Kato T. (2018)

Confidence through Understanding: The Effects of Pronunciation Training on EFL Learners’ Motivation and Aptitude, ICPEAL 17 – CLDC 9 Joint Conference, October  19-21, 2018, National Taiwan University, Taipei, Taiwan

 

Oguri S., Allen D.P., Kato T. (2018)

Motivation and Intake: Creating English Learners through a Cyclical Blended Learning Model,

Proceedings of CLaSIC 2018 - The Eighth CLS International Conference, December 6-8, National University of Singapore, Singapore

 

Oguri S., Allen D.P., Kato T. (2017)

Teacher Tailors: Enhancing Language Learner Motivation Through Material Adaptation, Pan-Pacific Association of Applied Linguistics (PAAL)

Conference 2017, 17-18 August, 2017, Hanyan University, Seoul, Korea

 

 

Oguri S., Allen D.P., Kato T. (2017)

Weaving Learning Opportunities: Changing Teacher Roles in Blended Learning,

The Applied Linguistics Conference, The Applied Linguistics Association of New Zealand, 27 – 29 November, 2017, City Campus of Auckland University of Technology (AUT), Auckland, New Zealand

 

Oguri S., Allen D.P., Kato T.(2017) 

Up on the Cloud: Using Cloud Technology to Enhance Lesson Design, Language Education and Technology (LET) National Conference, Nagoya Gakuin University, Nagoya, Japan

 

Oguri, S., Allen D. &  Kato, T. (2016)

Practice in Practice, Not in Theory: How blended learning supports intake in EFL classes, The Seventh CLS International Conference CLaSIC 2016, University of Singapore, Singapore, December 2016

 

Oguri, S., Allen D. &  Kato, T. (2016)

Teacher Roles in Open Classrooms, The Seventh CLS International Conference CLaSIC 2016, University of Singapore, Singapore, December 2016

 

Oguri, S. & Kato, T. (2016)

Turning Anxiety to Hope: The roles of teachers in a new blended EFL learning, The 21st Conference of Pan-Pacific Association of Applied Linguistics, Tamkang University, Tamsui, Taiwan, August 2016

 

Oguri, S. & Kato, T. (2016)

Breaking the Silence: Between Prosody Focused Training and Listening Skills Development for Beginners, JALT CALL(The Japan Association for Language Teaching CALL SIG), Tamagawa University, Tokyo, June 2016

 

Oguri S., Kato, T., & Ohnishi, A. (2015)

Effects of online practice management on self-regulated learner development. Poster presentation at JALT CALL 2015, Kyushu Sangyo University, 7 June, 2015.

Oguri, S. & Kato, T. (2015)

Beyond disappointment and discouragement: Essential roles of teachers to increase self-efficacy in EFL,  Paper presented at FLEAT 6, CGIS South, Harvard University, 13 August, 2015.

 

Oguri S., Stotts A.(2012)

Selecting and Recommending Materials for Autonomous Learning Success,The Fifth CLS International Conference CLaSIC 2012

Culture in Foreign Language Learning: Framing and Reframing the Issue, Singapore

 

Oguri S.i, Stotts A. (2012)

Accountability and Mentoring for Autonomous Learners, JALT 2012, 38th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition,  Hamamatsu, 2012.10

 

Oguri S., Stotts A.(2011)

Supporting good outcomes for autonomous learners, JALT 2011,The National Olympics Memorial Center, Tokyo,2011.11.20,

 

Oguri, S. (2005)

Colorful Responses: Maximizing Web Feedback for EFL Writer.  Paper presented at 5th Conference of Foreign Language Education And Technology (FLEAT V), Salt Lake City, USA, 2005.8.10

Oguri, S. (2000)

 

Oguri S., Kato T. (2000)

Interactive Web Pages for Cross-Cultural Learning, The Fourth Conference of Foreign Language Education and Technology, Kobe, 2000

 

Oguri S.(2000)

Learning Together Using the Internet, The Fourth Conference of Foreign Language Education and Technology, Kobe, 2000

Oguri S.(2000)

Integrating the Internet for More Practical Reading Power, JALT-CALL 2000 Conference, Tokyo University of Technology, 2000

 

Ozeki S.,  Oguri S.(2000)

Inter-cultural Learning Through Collaborative Web Pages, TESOL 2000, Vancouver, 2000

 

 

 

◆ Marianne Rachel G. Perfecto

 

Marianne Rachel G. Perfecto

Ateneo de Manila University

The Philippines

 

Marianne Rachel G. Perfecto is the Executive Director of the Ateneo Center for English Language Teaching (ACELT), and an Associate Professor of the Department of English, Ateneo de Manila University, where she teaches both graduate and undergraduate classes.  Dr. Marianne Perfecto obtained her BA and MA in Literature from the Ateneo de Manila University, and her Doctor of Arts in Language and Literature from De La Salle University, Manila. She also got a Certificate (with Distinction) of Advanced Studies in Communicative Language Teaching from Lancaster University, UK.

As a teacher-educator, she has worked with secondary and tertiary teachers in the areas of materials and curriculum development, as well as language and literature teaching, and has published textbooks on Research Paper Writing and Purposive Communication, both currently being used as textbooks in secondary and tertiary level schools, respectively.

She has also researched on and published articles on teacher cognition in ELT, textbook analysis, translingualism and multilingualism in ELT.

 

• Canilao, M.L.E.; Paterno, J.M.; Perfecto, M.R. (2017). Teaching English composition at the tertiary level: voices, values and views of two teachers in the Philippines. In E.S. Park and B. Spolsky (Eds.) English education at the tertiary level in Asia (pp.130-151). Oxon and New York: Routledge.

• Gutierrez, M. R. (2004). "Studying Teacher Cognition: The Interplay of Teacher Beliefs and Instructional Practice." Kritika Kultura 4 . 2

• Perfecto, M. R. (2008). “Teachers' beliefs system and their professional development training: the case of four teachers in Philippine secondary schools. In M.K. Kabilan, and M.E. Vethamani (Eds.) Qualitative Studies on English Language Teacher Development (pp.45-74). Petaling Jaya, Malaysia: Sasbadi Sdn. Bhd.

• Perfecto, M. R. (2012). Contextual factors in teacher decision-making: Extending the Woods model. The Asia Pacific Education Researcher 21(3): 474-483.

• Perfecto, M.R; Paterno, M. (2017). Critiquing Culture in Reading Materials Used by ESL Private Middle Schools in the Philippines: A Critical Literacy Perspective. In H. Widodo; Perfecto, M.R; Le Van, C. and Adchawaran, B. (Eds). Situating Moral and Cultural Values in ELT Materials: The Southeast Asian Context (pp. 29-49). New York: Springer.

• Suarez, C.A.; Perfecto, M.R.G.; Canilao, M.L.E.N.; Paez, D.B.I. (2018). Purposive Communication in English. Quezon City: Blue Books, Ateneo de Manila University Press.

• Widodo, H.P., Perfecto, M.R.G, Le Van Canh, Buripakdi, A. (2017). Incorporating Cultural and Moral Values into ELT Materials in the Context of Southeast Asia (SEA). In H. Widodo; Perfecto, M.R; Le Van, C. and Adchawaran, B. (Eds). Situating Moral and Cultural Values in ELT Materials: The Southeast Asian Context (pp. 1-14). New York: Springer.

• Widodo, H.P., Perfecto, M.R.G, Le Van Canh, Buripakdi, A., (2017). Recontextualizing ELT Materials: The Case of Southeast Asia (SEA). In H. Widodo; Perfecto, M.R; Le Van, C. and Adchawaran, B. (Eds). Situating Moral and Cultural Values in ELT Materials: The Southeast Asian Context (pp. 175-188). New York: Springer.

Paper/Research Presentations

• "Bridging in MTBMLE: What English teachers from periphery schools in the Philippines do", The 16th Asia TEFL International Conference, 27 Jun 2018, University of Macau, Macau SAR, China.

• "Investigating ELT in MTBMLE: Factors that shape ELT", 2018 Linguistic Society of the Philippines National Conference and General Meeting, 1 Mar 2018, Balanga, Bataan.

• “Teaching English Composition: Voices and Views of College Teachers in the Philippines", Strengthening connectivities in ELT: pedagogies, disciplines, cultures, 25 May 2016, Stephen Riady Centre, University Town, National University of Singapore. (Co-presented with Ma. Luz Elena N. Canilao & Jhoanna Michelle G. Paterno)

• "Exploring similarities in teaching philosophies among English language teachers in Malaysia and the Philippines", 13th AsiaTEFL Conference, 6 Nov 2015, International Youth Cultural Centre, Nanjing, China (Co-presented with Wei Keong Too & Devi Benedicte Paez)

• “Taking a critical stance in writing: exploring the connection between critical reading and writing”, 12th Asia TEFL and 23rd MELTA International Conference, 28 – 30 August 2014, Borneo, Malaysia.

• “Critiquing culture in reading materials used by ESL private primary schools: a critical literacy perspective”, 17th English in Southeast Asia (ESEA) Conference, 5-7 December 2013, Kuala Lumpur, Malaysia.

• “Critical Literacy Practices in the Classroom: University Students’ Voices and Views”, 10th AsiaTEFL Conference, 4-6 October 2012, Gurgaon, India Professional Work and Practice

Professional Work and Practice

• International Journal of Educational Research, Reviewer

• AsiaTEFL Journal, Reviewer

• The Asia Pacific Education Researcher (TAPER), Reviewer

• Danyag: Journal of Humanities and Social Sciences of the University of the Philippines, Visayas, Reviewer

• Indonesian Journal of Applied Linguistics, Reviewer

• Philippine Journal of Linguistics, Reviewer

• CHED Institutional Sustainability Assessment (ISA), Assessor Professional Organizations

• Linguistic Society of the Philippines, Secretary, 1 Apr 2012 - 31 Mar 2016.

• Asia TEFL, Member

Seminars / Talks Given

• “Teaching Critical Reading for Senior High School Students: Theories, Texts and Tips”, Ateneo de Manila University, Ateneo Center for English Language Teaching, 15 Aug 2015 - 29 Aug 2015.

• “Preparing for Academic Conference Presentations”, Ateneo de Zamboanga University, ADZU Graduate Students Council, 10 Jan 2015

• “Ideological Reading of Literary Texts through Language-based Activities”, ACELT Teachers Club, 26 April 2014“Integrating Language & Literature: Helping Learners Understand Poetry”, ACELT- Kritika Kultura National Conference 2014: Literature, Region, and the World in K-12, 15 February 2014

• “Taking a Critical Literacy Perspective in Teaching Reading”, De La Salle University Dasmarinas, 29 November 2012

• “Reexamining Communicative Competence: Competence According to Whom?”, National Conference of Philippine Association of English Language, Linguistics and Literature Teachers (PAELLT) Conference, 22 September 2012.

• “Ideological Reading of Literary Texts through Language-based Activities”, Bicol Association of Language and Literature Teachers, 27 Apr 2012.