Personnel Information



Research Fields, Keywords
Applied linguistics, vocabulary acquisition, EAL, corpus linguistics
Research Outline
My research is designed to better understand the issues faced by English as an Additional Language (EAL) learners with regard to vocabulary knowledge and development. My current research builds upon previous studies that have highlighted how a lack of specific academic vocabulary remains a significant hurdle for EAL learners (e.g. Coxhead & Boutorwick, 2018; Milton & Treffers-Daller, 2013; Schmitt et al., 2017).

This research focuses on high school students studying at international schools in Japan. It involves assessing the subjects according to four factors over three years: vocabulary knowledge (the updated Vocabulary Levels Test (uVLT); Webb et al., 2017), word decoding skills (Single Word Reading Test (SWRT); Snowling et al., 2009), reading comprehension (the York Assessment of Reading Comprehension (YARC); Snowling et al., 2009), and general linguistic ability (C-test; Trakulphadetkrai et al., 2017). This data will then be analyzed to better understand factors affecting vocabulary acquisition and the relationship between the students' lexical knowledge and their academic performance. In conjunction with this, I am also working with other researchers to develop an EAL corpus and word list developed specifically for this group of students.

Field of expertise (Grants-in-aid for Scientific Research classification) 【 display / non-display

  • Field of expertise (Grants-in-aid for Scientific Research classification):English linguistics

  • Field of expertise (Grants-in-aid for Scientific Research classification):Foreign language education


Papers 【 display / non-display

  • Written language: English
    Title of paper: Students' Writing Practices and Their Perception of the Writing Process
    Publication title: Journal of policy studies = 総合政策研究  (49)  (p.1 - 6)
    Date of issue: 2015.03
    Name of author(s): Brooks Gavin, Gavin Brooks

    Type of publication: Research paper (scientific journal)
    Co-author classification: Joint Work

  • Written language: English
    Title of paper: <Teaching Note>Contrastive Rhetoric and What it Can Teach Us About Using Students' L1 to Scaffold their L2 Academic Writing
    Publication title: 総合政策研究  (41)  (p.171 - 178)
    Date of issue: 2012.07
    Name of author(s): Brooks Gavin

    Type of publication: Research paper (scientific journal)
    Co-author classification: Single Work

  • Neff, P., Brooks, G., & Romney, C. (2018). From EFL to ESL: Preparing students for study abroad. Doshisha Studies in Global Communications, 7, 1-32.

  • Brooks, G. (2017). Teaching academic writing in content-based classes. Transformation in Language Education, 1-6.

  • Brooks, G. (2016). A multivariance analysis of the effects of rubrics on students’ ability to perceive the skills needed to present effectively. Doshisha University Harris Review, 54, 85-89.

  • Brooks, G. (2015). Students’ writing practices and their perception of the writing process. Kwansei Gakuin Journal of Policy Studies, 49), 1-6.

  • Brooks, G., & Wilson, J. (2014). Using oral presentations to improve students’ English language skills. Kwansei Gakuin Humanities Review, 19, 199-212.

display all >>

Books 【 display / non-display

  • McAuliffe, M., & Brooks, G. (2018). The Development of a Listening Course for Japanese University Students. In International Perspectives on Teaching the Four Skills in ELT (pp. 51-63). Cham: Springer International Publishing. doi:10.1007/978-3-319-63444-9_4

Grant-in-Aid for Scientific Research 【 display / non-display

  • Research item:Grant-in-Aid for Scientific Research(C)
    Research activities period:2020.04 - 2023.03