Graduate School 【 display / non-display

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

    Course completed:Master's Course
    Date of completion:2015.03
    Completion status:Completed
    Country location code:JAPAN

Degree 【 display / non-display

  • Degree name:MA(education)
    Classified degree field:Education
    Degree awarding institution:Okayama University
    Acquisition way:Coursework
    Date of acquisition:2015.03

Campus Career 【 display / non-display

  • Job function organization:Kwansei Gakuin University School of Policy Studies
    Career:Associate Lecturer of English
    Duties period:2022.04 -

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

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


Papers 【 display / non-display

  • 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.

    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.

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