Personnel Information

写真b

LAFLEUR LOUIS

Organization
School of Policy Studies
Research Fields, Keywords
外国語としての英語, コンピューター支援言語学習, 記憶（認知心理学）, 間接的反復学習ソフト, CALL, EFL, Memory (Cognitive Psychology), Vocabulary Acquisition, Indirect Spaced Repetition Software (ISRS)
Teaching and Research Fields
長期的な記憶力の向上をねらい、英単語を間接的反復学習ソフトを利用して学習することの効果、意義について研究する。
Syllabus information URL
https://syllabus.kwansei.ac.jp/uniasv2/UnSSOLoginControlFree?REQ_ACTION_DO=/AGA030PLS01Action.do?REQ_FUNCTION_JUMP_START_FLG=1&SLB_LINK_DISP_FLG=689&TCH_NO=226084&REQ_PRFR_FUNC_ID=AGA030
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Graduate School 【 display / non-display 】

  • Graduate school:Okayama University
    Department:Graduate School, Division of Education

    Course completed:Master's Course
    Date of completion:2015.03
    Completion status:Completed
    Country:Japan

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Degree 【 display / non-display 】

  • Degree name:MA(education)
    Classified degree field:Humanities & Social Sciences / Education
    Conferring institution:Okayama University
    Acquisition way:Coursework
    Date of acquisition:2015.03

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Career 【 display / non-display 】

  • Affiliation:Kwansei Gakuin University
    Department:School of Policy Studies
    Title:Associate Lecturer of English
    Date:2022.04 -

  • Affiliation:Kwansei Gakuin University
    Department:School of Policy Studies
    Title:Associate Lecturer of English
    Date:2022.04 -

  • Affiliation:Ritsumeikan University
    Department:Language Education Center
    Title:Shokutaku Lecturer
    Date:2017.04 - 2022.03

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Research Areas 【 display / non-display 】

  • Research field:Humanities & Social Sciences / Foreign language education

  • Research field:Others / Others

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Papers 【 display / non-display 】

  • Title: The effects of emotional word items and word familiarity on second language vocabulary learning
    Journal name: INTERNATIONAL JOURNAL OF PSYCHOLOGY  vol.58  (p.455)
    Date of publication: 2023.12
    Author(s): Lafleur Louis, Kanazawa Yu

  • Language: English
    Title: ENAWL: Enriching the New Academic Word List with Emotional Valence,Familiarity, and Knowledgeability
    Journal name: Kokusaigaku Kenkyu - Journal of International Studies  vol.12  (1)  (p.141 - 151)
    Date of publication: 2023.03
    Author(s): Yu Kanazawa, Louis Lafleur

    Type of publication: Research paper (bulletin of university, research institution)

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  • Title: Lessons Learnt From ERT: An EAP Case Study at a Japanese University
    Date of publication: 2022.06
    Author(s): Bjorn Fuisting, Louis Lafleur, Robert Andrews, Trevor Raichura, William Fusco

    DOI: 10.4018/978-1-6684-4148-0.ch005

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  • Language: English
    Title: Students' Experiences of Emergency Remote Teaching
    Journal name: JALT Postconference Publication  vol.2020  (1)  (p.125 - 134)
    Date of publication: 2021.08
    Author(s): Louis Lafleur, Robert Andrews, Trevor Raichura, Will Fusco, Bjorn Fuisting

    DOI: 10.37546/JALTPCP2020-16
    Type of publication: Research paper (scientific journal)

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  • Lafleur, L. (2020). The Indirect Spaced Repetition Concept. Vocabulary Learning and Instruction, 9(2) 9-16.

    The main goal of this research is to systemize, build, and test prototype software to demonstrate Indirect Spaced Repetition (ISR) as a viable concept for Second Language Vocabulary Acquisition (SLVA). ISR is designed around well-founded spaced repetition and SLVA principles. Most importantly, it is based on Nation’s (2001) recommendation to consider all three tiers of word knowledge (meaning, form, and function/use) and subsequent 18 aspects of word knowledge for a more balanced approach in teaching and learning vocabulary. ISR prototype software was achieved in the conceptual phase of the research. The resulting prototype flashcard software was given an in-depth trial for a period of 2 weeks by seven university students. Participants were given a post-project survey to evaluate ISR software (ISRS) under four categories: enjoyment, usefulness, usability, and general consideration. Post-test survey findings showed above-average satisfaction and consideration to use such software in the future. However, these findings also revealed that some areas could be further improved, such as addressing some hardware/software issues (e.g., IT infrastructure problematics and lag) and integrating gamification elements (e.g., performance feedback/reports).

  • Lafleur, L., Andrews, R., Raichura, T., Fusco, W., & Fuisting, B. (2021). Students’ Experiences of Emergency Remote Teaching. In P. Clements, R. Derrah, & P. Ferguson (Eds.), Communities of teachers & learners, 75-84.

    In this exploratory study, the authors aim to uncover the student experiences of Emergency Remote Teaching (ERT) involving livestream and on-demand lessons for English classes in one faculty of a large private Japanese university during the Covid-19 pandemic. Data were collected from 1178 responses on a mid-semester online survey and follow-up interviews. First- through fourth-year students rated teaching methods and a variety of online tools on their interest level, simplicity of use, and usefulness. The findings from the quantitative and qualitative data revealed that students tended to favour a mixture of on-demand lessons and livestream lessons. Students reported positive feelings about autonomous time-management, and not having to commute to university. However, problems included technical issues, the large array of unfamiliar platforms and delivery methods, a comparatively high workload, and social isolation, particularly among first-year students. Overall, the data suggests coordinated ERT programmes ought to be streamlined and economical with the use of platforms.

  • Fuisting, B., Lafleur, L., Andrews, R., Raichura, T., & Fusco, W. (2022). Lessons Learnt From ERT: An EAP Case Study at a Japanese University. In L. Kohnke (Ed.), Cases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World (pp. 100-131). IGI Global. https://doi.org/10.4018/978-1-6684-4148-0.ch005

    This study gauges student satisfaction in EAP courses delivered via Emergency Remote Teaching (ERT) in the Fall semester in 2020 during the COVID-19 pandemic using data from 529 Japanese university students' questionnaire responses. It follows up from a similar study conducted during the Spring semester and sought to determine whether changes to the method of teaching based on the Spring feedback resulted in better student experiences of ERT. Students evaluated modes of teaching (on demand, livestream, and mixed), various online tools (learning management system [LMS], teacher-created videos, Google Forms, Flipgrid, vocabulary software, Edmodo, and Zoom) and rated their overall satisfaction with online English classes. This chapter includes a background on the response to COVID-19 in Japan and how it shaped higher education, a summary of the Spring semester student experience, and the results of the questionnaire, which showed that students had a far higher overall satisfaction with ERT courses in the Fall semester.

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Books 【 display / non-display 】

  • Kanazawa, Y., Ikuma, Y., Izumi, E., Isobe, Y., Kadota, S., Satoi, H., Sugiura, K., Hirai, A., Hori, T., Matsuda, N., Miki, K., Morishita, M., Yabuuchi, S., & Lafleur, L. (2020). Formulaic Sequences in Foreign Language Learning and Education: An Introduction. Kurosio Publishers.

    This chapter describes the online formula learning system. First, a literature review is provided, followed by an in-depth look at Indirect Spaced Repetition Software (ISRS), and then a detailed description of how ISRS can be used for effective English language learning. Keywords: memory, interval effect, Leitner system, interval repetition learning system, ISRS

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Presentations 【 display / non-display 】

  • Language:English
    Conference name:EUROCALL 2023
    International/Domestic presentation:International presentation
    Presentation date：2023.08.17
    Title:The Effects of Interleaved Spaced Repetition on Academic Vocabulary Knowledge Acquisition
    Presentation type:Oral presentation (general)

  • Language:English
    Conference name:EUROCALL 2023
    International/Domestic presentation:International presentation
    Presentation date：2023.08.17
    Title:The Effects of Gamified Daily Awards on Digital Vocabulary Flashcard Learning
    Presentation type:Oral presentation (invited, special)

  • Language:English
    Conference name:CamTESOL 2023
    Presentation date：2023.02.19
    Title:Lessons Learnt from ERT: A Follow-up Case Study at a Japanese University
    Presentation type:Oral presentation (general)

  • Language:English
    Conference name:ACIE 2023
    Presentation date：2023.02.15
    Title:What Online Tools Work Best?: Lesson Learnt From ERT at a Japanese University
    Presentation type:Poster presentation

  • Language:English
    Conference name:JALT VOCAB SIG 2022 Symposium on Vocabulary & Learning
    Holding date：2022.10
    Presentation date：2022.10.26
    Title:Interleaved Spaced Repetition (ISR) in Vocabulary Learning

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Committee Memberships 【 display / non-display 】

  • Organization name:LET関西支部基礎理論研究部会
    Committee name:事務局

  • Organization name:The Japan Association for Language Teaching (JALT)
    Committee name:member

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