Ryuichi Suzuki
Datos Biográficos
| ID | 6521436 |
|---|---|
| NOMBRE | Ryuichi Suzuki |
| NOMBRES | Ryuichi |
| APELLIDO | Suzuki |
| FIRMA | SUZUKI R |
| AFILIACIONES | Concordia University |
| ORCID | 0000-0002-2053-0186 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2024 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Understanding and challenging accent bias through collaborative research with community members
Accent bias—unfair assessment of individuals based on their pronunciation—has pervasive repercussions for workplace dynamics and everyday interactions yet remains under-recognised as a form of discrimination. Despite growing research, insights rarely reach non-specialists, limiting broader societal change. We report on a participatory research project that engaged six academic facilitators and 12 community co-researchers across two Canadian citie…
Japanese EFL Learners’ Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests
The use of English accents beyond standard American and British varieties has been increasingly advocated in English language education, particularly in listening instruction and assessment. However, little is known about learners’ perspectives on diverse accents in terms of their use in different types of listening materials. This mixed‐methods study examined the attitudes of 161 Japanese learners of English as a foreign language (EFL) toward in…
Japanese EFL learners’ comprehension and perceptions of three different accents in listening assessment
Understanding a single English accent is becoming insufficient for English language learners because they are likely to encounter both first (L1) and second‐language (L2) speakers of English in various contexts. Hence, different English accents have been incorporated into the recordings used for L2 language assessments, specifically listening comprehension (LC) tests. However, the efficacy of tests using various English accents is not definitivel…
Japanese EFL learners’ comprehension and perceptions of three different accents in listening assessment
Understanding a single English accent is becoming insufficient for English language learners because they are likely to encounter both first (L1) and second‐language (L2) speakers of English in various contexts. Hence, different English accents have been incorporated into the recordings used for L2 language assessments, specifically listening comprehension (LC) tests. However, the efficacy of tests using various English accents is not definitivel…
Japanese EFL learners’ comprehension and perceptions of three different accents in listening assessment
Understanding a single English accent is becoming insufficient for English language learners because they are likely to encounter both first (L1) and second‐language (L2) speakers of English in various contexts. Hence, different English accents have been incorporated into the recordings used for L2 language assessments, specifically listening comprehension (LC) tests. However, the efficacy of tests using various English accents is not definitivel…
Japanese EFL Learners’ Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests
The use of English accents beyond standard American and British varieties has been increasingly advocated in English language education, particularly in listening instruction and assessment. However, little is known about learners’ perspectives on diverse accents in terms of their use in different types of listening materials. This mixed‐methods study examined the attitudes of 161 Japanese learners of English as a foreign language (EFL) toward in…
Understanding and challenging accent bias through collaborative research with community members
Accent bias—unfair assessment of individuals based on their pronunciation—has pervasive repercussions for workplace dynamics and everyday interactions yet remains under-recognised as a form of discrimination. Despite growing research, insights rarely reach non-specialists, limiting broader societal change. We report on a participatory research project that engaged six academic facilitators and 12 community co-researchers across two Canadian citie…
Active listening (2 obras) · EFL/ESL Teaching and Learning (2 obras) · Linguistic Variation and Morphology (2 obras) · Phonetics and Phonology Research (2 obras) · Qualitative research (2 obras) · Affect (linguistics (1 obras) · Anxiety (1 obras) · Communication (1 obras) · Communication (1 obras) · Comprehension (1 obras)