For theoretical research, I published the book,“Blending technologies in second language classrooms” in London, UK. This studies how teachers combine face-to-face and online technologies in the learning of second languages. It explains how e-learning, and computer-based learning are mixed with paper handouts and active, face-to-face learning in classrooms. I also study how out-of-class intensive courses, English camps, internships and volunteer experiences aid the motivation of learners of English. This study integrates both applied linguistics and computer-assisted language learning (CALL). I examine such themes as the normalization of the computer and the rise of mobile devices, the development of open educational resources, flipped learning, gamification, and the increased focus on communication and problem-solving tasks in class. One significant result is that ‘bricolage’ of blended learning is part of an ecological view of the learning environment. Teachers can do action research and ethnographic research on the technologies they configure in their own classrooms.
For practical research, I did a team project called, "video assessment”. This project entered its eighth year of action research. Our Oral Communication teaching team in SGU uses video recordings of student presentations. Each student watches their own video and makes a score on themself. We found that students could review their own presentations online and could use a detailed rubric to self-assess their strong points and weak points. This self-assessment continues to have a high correlation with teacher assessment. The advantage of self-assessment is that students did the assessment themselves, so the depth of learning was much greater. Another practical research is the open courseware project, I worked with collaborative research team with other SGU teachers. We submitted an open courseware called, “English Communication I”, which receive a first prize at the Japan Moodle Association e-learning Conference in February, 2018.