Graduate School 【 display / non-display 】

Graduate School 【 display / non-display 】

• Graduate school:Kyoto University
  Department:Human and Environmental Studies
  Course:外国語教育論講座 博士後期課程
  

  Course completed:Doctor's Course
  Date of completion:2024.09
  Completion status:Completed
  Country:Japan

• 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

Degree 【 display / non-display 】

Degree 【 display / non-display 】

• Degree name:Doctor of Human and Environmental Studies
  Classified degree field:Humanities & Social Sciences / Education
  Conferring institution:Kyoto University
  Acquisition way:Thesis
  Date of acquisition:2024.09

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

Career 【 display / non-display 】

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 -

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• 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 Areas 【 display / non-display 】

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

• Research field:Others / Others
  

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Papers 【 display / non-display 】

Papers 【 display / non-display 】

• Language: English
  Title: The Effects of Interleaved Spaced Repetition Learning on Vocabulary Knowledge
  Journal name: CALL-EJ  vol.25  (3)  (p.172 - 194)
  Date of publication: 2024.09
  Author(s): Louis Lafleur, Yu Kanazawa

  Type of publication: Research paper (scientific journal)
  

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• Language: English
  Title: The effects of gamified daily awards on digital vocabulary flashcard learning: A case study
  Journal name: Technology in Language Teaching & Learning  vol.6  (2)  (p.1 - 20)
  Date of publication: 2024.05
  Author(s): Louis Lafleur

  DOI: https://doi.org/10.29140/tltl.v6n2.1195
  Type of publication: Research paper (scientific journal)
  

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• Language: English
  Title: Teaching practices and perspectives regarding word counting units
  Journal name: Vocabulary Language and Instruction  vol.12  (1)  (p.31 - 49)
  Date of publication: 2023.12
  Author(s): Louis Lafleur

  DOI: https://doi.org/10.29140/vli.v12n1.1210
  Type of publication: Research paper (scientific journal)
  

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• 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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• 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.
  

Books 【 display / non-display 】

Books 【 display / non-display 】

• Language: Japanese
  Title: フォーミュラと外国語学習・教育 : 定型表現研究入門
  Publisher: くろしお出版
  Date of publication: 2020.09
  Author(s): 金澤 佑, 生馬 裕子, 泉 恵美子, 磯辺 ゆかり, 門田 修平, 里井 久輝, 杉浦 香織, 平井 愛, 堀 智子, 松田 紀子, 三木 浩平, 森下 美和, 籔内 智, ラフラー ルイ
  

  Area of responsibility: 第5章3 節オンラインフォーミュラ学習システム
  Authorship：Joint author
  

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• 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
  

Presentations 【 display / non-display 】

Presentations 【 display / non-display 】

• Language:English
  Conference name:FD Workshop Speaker for the Faculty of Foreign Language Studies at Kandai University
  Presentation date：2024.11.07
  Title:Vocabulary Teaching Considerations: Word Counting Units and Word Knowledge
  Presentation type:Oral presentation (invited, special)
  

• Language:English
  Conference name:EUROCALL 2024
  International/Domestic presentation:International presentation
  Holding date：2024.08
  Presentation date：2024.08.28
  Title:The Selection of an Appropriate Word Counting Unit for Vocabulary Teaching and Learning in CALL Projects
  Presentation type:Oral presentation (general)
  

• Language:English
  Conference name:外国語教育メディア学会（LET）関西支部2023年度秋季研究大会 （オンライン）
  Presentation date：2023.11.19
  Title:The Effects of Gamified Interleaved Spaced Repetition on Vocabulary Learning
  Presentation type:Oral presentation (invited, special)
  

• 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)
  

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• 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)
  

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Committee Memberships 【 display / non-display 】

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
  

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

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