Fumiyo Nakatsuhara
Biographic Data
| ID | 6479276 |
|---|---|
| NAME | Fumiyo Nakatsuhara |
| GIVEN NAMES | Fumiyo |
| FAMILY NAME | Nakatsuhara |
| SIGNATURE | NAKATSUHARA F |
| AFFILIATIONS | University of Bedfordshire |
| ORCID | 0000-0002-0429-7417 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts
This study aimed to investigate teachers’ and support staff’s views and experiences of teaching and supporting students in digitally mediated English Medium Instruction (EMI) courses in two different university contexts in Japan and Malaysia. Teaching in an EMI online setting was analysed through a behavioural science lens, adopting the Theoretical Domains Framework and the Capability, Opportunity, Motivation - Behaviour (COM-B) model. A survey a…
Building a corpus of digitally mediated EMI classroom interactions: Challenges and opportunities for EMI research and pedagogy
While research on English-medium instruction (EMI) has grown considerably in recent years, we still know relatively little about what happens inside EMI classrooms, particularly in terms of interactional practices. There remains a shortage of empirical resources, such as corpora, that can offer systematic insights into the features of EMI classroom discourse. This paper addresses some of the gaps by outlining the methodological and ethical proced…
Aspects of Fluency Across Assessed Levels of Speaking Proficiency
Recent research in second language acquisition suggests that a number of speed, breakdown, repair, and composite measures reliably assess fluency and predict proficiency. However, there is little research evidence to indicate which measures best characterize fluency at each assessed level of proficiency and which can consistently distinguish one level from the next. This study investigated fluency in 32 speakers’ performing 4 tasks of the British…
Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
A multifaceted approach to investigating pre-task planning effects on paired oral test performance
Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were coll…
Effects of test-taker characteristics and the number of participants in group oral tests
This study explores the nature of co-constructed interaction in group oral tests by examining whether a test-taker’s own and his or her group members’ extraversion levels and oral proficiency levels have different influences on conversational styles between two group sizes: groups of three and groups of four. Data were collected from 269 Japanese upper-secondary school students, who took group oral tests either in groups of three or four. All ses…
Effects of test-taker characteristics and the number of participants in group oral tests
This study explores the nature of co-constructed interaction in group oral tests by examining whether a test-taker’s own and his or her group members’ extraversion levels and oral proficiency levels have different influences on conversational styles between two group sizes: groups of three and groups of four. Data were collected from 269 Japanese upper-secondary school students, who took group oral tests either in groups of three or four. All ses…
A multifaceted approach to investigating pre-task planning effects on paired oral test performance
Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were coll…
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
Aspects of Fluency Across Assessed Levels of Speaking Proficiency
Recent research in second language acquisition suggests that a number of speed, breakdown, repair, and composite measures reliably assess fluency and predict proficiency. However, there is little research evidence to indicate which measures best characterize fluency at each assessed level of proficiency and which can consistently distinguish one level from the next. This study investigated fluency in 32 speakers’ performing 4 tasks of the British…
Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts
This study aimed to investigate teachers’ and support staff’s views and experiences of teaching and supporting students in digitally mediated English Medium Instruction (EMI) courses in two different university contexts in Japan and Malaysia. Teaching in an EMI online setting was analysed through a behavioural science lens, adopting the Theoretical Domains Framework and the Capability, Opportunity, Motivation - Behaviour (COM-B) model. A survey a…
Building a corpus of digitally mediated EMI classroom interactions: Challenges and opportunities for EMI research and pedagogy
While research on English-medium instruction (EMI) has grown considerably in recent years, we still know relatively little about what happens inside EMI classrooms, particularly in terms of interactional practices. There remains a shortage of empirical resources, such as corpora, that can offer systematic insights into the features of EMI classroom discourse. This paper addresses some of the gaps by outlining the methodological and ethical proced…
EFL/ESL Teaching and Learning (6 works) · Psychology (5 works) · Second Language Learning and Teaching (4 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · Discourse Analysis in Language Studies (3 works) · Linguistics (3 works) · Second Language Acquisition and Learning (3 works) · Social Psychology (3 works) · Communication (2 works)