Updated on 2022/08/11

写真a

 
SUGIMOTO, Sayaka
 
Affiliation
Faculty of Human Sciences, School of Human Sciences
Job title
Assistant Professor(without tenure)

Concurrent Post

  • Faculty of Commerce   School of Commerce

  • Faculty of Human Sciences   Graduate School of Human Sciences

Research Institute

  • 2020
    -
    2021

    大学総合研究センター   兼任センター員

Education

  • 2008.09
    -
    2013.11

    University of Toronto   Faculty of Information  

  • 2006.09
    -
    2008.11

    University of Toronto   Faculty of Information  

  • 2004.09
    -
    2006.11

    University of Toronto   Department of English  

  • 2004.04
    -
    2004.09

    University of Tokyo   Graduate School of Humanities and Sociology  

  • 2004.04
    -
    2004.09

    University of Tokyo   Graduate School of Humanities and Sociology  

  • 1999.04
    -
    2004.03

    Waseda University  

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Degree

  • University of Toronto   Ph.D.

  • University of Toronto   Master of Information Science (MISt)

  • University of Toronto   M.A.

Research Experience

  • 2017.04
    -
     

    Waseda University   School of Human Sciences   Assistant Professor

  • 2016.04
    -
    2017.03

    Juntendo University   School of Medicine   Assistant Professor

  • 2015.04
    -
    2016.03

    Aoyama Gakuin University   School of Social Informatics   Assistant Professor

Professional Memberships

  •  
     
     

    Japan Society of Library and Information Science

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    Japan Society of Library and Information Science

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    JALT

  •  
     
     

    LET

  •  
     
     

    JACET

  •  
     
     

    情報処理学会

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Research Areas

  • Foreign language education

Research Interests

  • EMI, CLIL, Information Needs, Information Seeking Behaviour, Content Analysis, Text Analysis, Nvivo

Papers

  • Exploring Linguistic Challenges and Required English Proficiency in University-Level EMI Classes

    Sayaka Sugimoto

    Waseda Journal of Human Sciences   35 ( 1 ) 35 - 51  2022.03  [Refereed]

    Authorship:Lead author, Last author, Corresponding author

  • Qualitative Study of EMI Teachers’ Required Competencies and Support Needs

    Sayaka Sugimoto

    Communities of Teachers and Learners    2021.09  [Refereed]

  • Students’ experience of EMI classes in medical school in Japan.

    Sayaka Sugimoto

    JALT Journal    2021.05  [Refereed]

  • Comparing Student Experiences of English-Medium Instruction in Two Japanese Universities

    Sayaka Sugimoto

    Language Education & Technology   57   31 - 60  2020  [Refereed]

     View Summary

    A growing number of universities in Japan have adopted English-medium instruction (EMI) and started offering classes in English. However, EMI has been implemented at such an unprecedented speed that the research in this area has fallen behind the practice. While the literature includes several case studies on student experiences at a single institution, very few studies have attempted to compare those at different institutions or in different departments. This exploratory study aims to contribute to filling this knowledge gap by comparing the experiences of students who enrolled in an EMI course in human sciences with those who took an EMI course in medicine. Employing a quantitative survey, the present study examined human sciences students’ EMI experiences, focusing on motivation, expected outcomes, coping strategies, perceived difficulties, and learning support needs. Despite the disciplinary differences, the comparative analyses revealed considerable similarities in motivation, expected outcomes, perceived difficulties, and coping strategies. However, the findings also highlighted differences in learning support needs, such as in the degree of importance that students placed on specific types of assistance.

  • Implementing Kahoot! to enhance student learning in an EMI environment

    JALT PanSIG Journal     324 - 330  2020  [Refereed]

  • For successful implementation of EMI classes

    University Current Review   373   92 - 97  2017.03

  • Teaching specialized subjects in English: Challenges and opportunities

    Aoyama Standard Journal   11   317 - 340  2016.01

  • Internet and mental health: A synthesis of literature

    Aoyama Journal of Social Informatics   7   1 - 16  [Refereed]

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Books and Other Publications

  • Winning Presentations

    Akira Morita, Shinichi Harada, Kazuma Kitamura, Sayaka Sugimoto, Bill Benfield( Part: Contributor)

    Seibido  2017.04 ISBN: 9784791934249

  • Designing Networks for Innovation and Improvisation

    M. P. Zylka, H. Fuefres, A. Fronzetti Colladon, P. A. Gloor( Part: Contributor)

    Springer International Publishing 

Other

  • Research A...

    2011
     
     

     View Summary

    Research Assistant,
    Bridgepoint Collaboratory for Research and Innovation, Toronto

  • Founding C...

    2010
     
     

     View Summary

    Founding CIHR Fellow,
    Centre for Addiction and Mental Health (CAMH), Toronto

  • Member, Ce...

    2008
     
     

     View Summary

    Member, Centre for Global eHealth Innovation, Toronto (- 2013)

  • Member, Centre for Global eHealth Innovation, Toronto (- 2013)

    2008
     
     

Awards

  • ALISE Travel Grant

    2011.11   Association for Library and Information Science Education  

  • Ethel W. Auster Scholarship for Doctoral Research

    2011.02   Council of the Faculty of Information Studies, University of Toronto  

  • Government of Canada Award

    2005   Foreign Affairs Canada  

Research Projects

  • Development of teaching methods and materials for continuous learning based on research concerning junior-high school students between 1945 and 1954

    Project Year :

    2020.04
    -
    2023.03
     

  • Creation and evaluation of learning support system with automatic captioning and video recording for EMI class

    Project Year :

    2018.04
    -
    2022.03
     

  • 英語による専門科目の授業(EMI)の増加が大学図書館の役割に与える影響

    日本図書館情報学会  日本図書館情報学会研究助成

    Project Year :

    2021.06
    -
    2022.03
     

  • Clarification of learning support needs of university students attending EMI classes

    The Japan Association for Language Education & Technology 

    Project Year :

    2017.04
    -
    2018.03
     

Presentations

  • EMI Teachers: Required Competencies & Support Need

    Sayaka Sugimoto

    JALT2020 Annual International Conference  JALT

    Presentation date: 2020.11

     View Summary

    An increasing number of universities in Japan have implemented English-medium instruction (EMI) to teach academic subjects. Despite their popularity and prevalence, few studies have investigated the competencies required to successfully teach EMI courses in universities. This knowledge gap poses challenges when designing and implementing effective training programs or support systems for EMI instructors. To contribute toward filling this knowledge gap, I conducted semi-structured interviews with university instructors to explore their experiences of teaching EMI courses. Specifically, I examined the difficulties faced by them, competencies they believe EMI instructors should have, and types of professional development and additional support they wished to receive to effectively run EMI courses. The findings suggest that EMI instructors should not only have English-related competencies but also wider pedagogical and communicative skills to manage diverse interactions with and between students. I found that the interviewed EMI instructors tended to manage various challenges on their own, which highlights the need for faculty development programs or other opportunities where instructors can share their experiences and know-how to reduce redundant efforts on the part of others. Moreover, the findings emphasize the need for further research to identify the similarities and diversities of the unmet needs of EMI instructors.

  • Comparing EMI Experiences of University Students with Different English Proficiency Levels

    Sayaka Sugimoto

    ICLHE East Asia Symposium  (Gakushuin University, Tokyo) 

    Presentation date: 2020.01

  • Student Experiences of EMI in Two Universities

    Sayaka Sugimoto

    JALT2019 Annual Conference  (WINC AICHI, Nagoya City, Aichi)  JALT

    Presentation date: 2019.11

  • What is the Minimum English Proficiency Required to Attend EMI Classes in University?

    Sayaka Sugimoto

    JACET 58th International Convention  (Nagoya Institute of Technology, Aichi) 

    Presentation date: 2019.08

  • Integrating Kahoot into EMI Classroom to Enhance Student Motivation Concentration

    Sayaka Sugimoto

    FLEAT/LETVII International Conference  (Waseda University) 

    Presentation date: 2019.08

  • Comparison of student experience and learning support needs in EMI classes in two universities

    Sayaka Sugimoto

    LET Kanto Chapter 142th Conference  (Tsukuba University) 

    Presentation date: 2019.06

  • Implementing Kahoot to Improve EMI Classes

    Sayaka Sugimoto

    JALT PanSIG Conference  (Konan University, Kobe) 

    Presentation date: 2019.05

  • Equitable teaching and learning through group work in flipped classrooms around the Pacific Rim

    Wei Zuo、Alberto Corrias, Zahiruddin Fitri, Erin Hill、Jun Hiraga, Adrian Lee, Sean McMinn, Sayaka Sugimoto

    15th Annual ISSOTL Conference  (University of Bergen) 

    Presentation date: 2018.11

  • Support needs of university students in EMI/CLIL classes

    43rd Annual International Conference  Japan Association for Language Teaching

    Presentation date: 2017.11

  • What happens when active learning is incorporated into EMI classes?

    Japan Association for Language Education & Technology  57th Annual Conference

    Presentation date: 2017.08

  • How can teachers who are not good at English teach classes in English to students who are not good at English?

     [Invited]

    Presentation date: 2017.01

  • Teaching academic subjects in English in universities in Japan: From a global perspective

    55th International Convention  Japan Association for College English Teachers

    Presentation date: 2016.09

  • Depression as a global challenge and online communities as an alternative venue to develop patients-led supportive network

    COINs (Collaborative Innovation Networks) Conference 

    Presentation date: 2016.06

  • 医療系のSNSの活用および集合知の可能性と限界

     [Invited]

    第31回知の創造研究部会  日本ナレッジ・マネジメント協会

    Presentation date: 2015.03

  • カナダにおける図書館・情報学研究の動向

    平成26年研究大会  三田図書館・情報学会

    Presentation date: 2014.10

  • A qualitative content analysis of support exchange in an online support group for people living with depression

    Annual Congress  Medicine 2.0

    Presentation date: 2012.09

  • A content analysis of an online support group for people living with depression: Preliminary results

    Annual Conference  iConference

    Presentation date: 2012.02

  • Information needs of people living with depression expressed in posts exchanged in a depression online support group

    Annual Conference  Association for Library and Information Science Education

    Presentation date: 2012.01

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Specific Research

  • EMI教員の支援ニーズの明確化を目的としたインタビュー調査

    2021  

     View Summary

    日本で益々多くの大学が英語による専門科目の授業(EMI)を実施している。その普及度にも関わらずEMIを効果的に実施するのに必要とされる能力についてはあまり調査が行われていない。本研究ではEMI授業を実施する教員を対象に半構造化インタビューを行いEMI教員が経験した困難や、必要だと思われるコンピテンシー、EMIを効果的に行う上で受けたい支援について調査した。結果EMI教員は英語力を不可欠なスキルと認識する一方、多様な言語・社会・文化的バックグラウンドを持つ学生に対応するためより広い意味での教育・コミュニケーション能力も必要と感じていることが分かった。希望する支援は多様でキャンパス内の様々な資源や施設を伴うものであった。

  • 英語による授業(EMI)担当教員の支援システム構築へ向けた、教員の支援ニーズの明確化

    2020  

     View Summary

    日本で益々多くの大学が専門科目の授業を英語で実施するようになってきた。その普及度にも関わらずそれを効果的に実施するのに必要とされる能力についてはあまり調査が行われていない。本研究ではこのような授業(EMI)を担当する教員を対象に面接調査を行い、教員が経験した困難や、EMI教員に必要だと思われる能力、そしてEMIの授業を効果的に行う上で必要な支援について調査した。結果、EMI教員は英語力を不可欠なスキルと認識する一方、多様な言語・社会・文化的背景を持つ学生に対応するためより広い意味での教育・コミュニケーション能力も必要と感じていることが分かった。

  • EMI担当教員養成プログラムの構築を目的としたコンピテンシーリストの作成

    2019  

     View Summary

    本研究の目的は、英語による専門科目の授業(EMI)を効果的に実施する上で必要とされる教員のコンピテンシーを明らかにし、それを具体的な能力・スキル・行動規範等に分類してリスト化することである。この目標を達成するために、本学でEMIの授業の担当経験のある教員を対象に60分の半構造化インタビューを行った。研究者の出産・育児とコロナウイルスによる諸問題の影響を受け、2020年3月現在で目標の10名うち5名分のインタビューが完了している状態である。今後8月末までにデータ収集を継続し、11月までにデータ分析を完了、結果を11月末の全国語学養育学会(JALT)の全国大会にて口頭発表の予定である。

  • EMI(英語による授業)におけるKahootの導入とその評価

    2019  

     View Summary

    本研究では、英語による専門科目の授業(EMI)においてKahoot!(教員のPCと学生のスマホをインターネットで繋ぎリアルタイムでクイズを行うシステム)というソフトウェアの導入が、学生の学習行動に与える影響についてケーススタディを行った。結果、Kahoot!の導入によりポジティブな学習行動の増加と学習効果に少しの改善が見受けられた。導入過程における注意深い観察と細かな調整を継続することによりKahoot!はEMIに伴う困難さのうち集中力やモチベーションに関する問題を緩和し学生の学びを向上させる可能性があることが示された。これらの成果について全国語学教育学会と外国語教育メディア学会の全国大会にて口頭発表を行い、JALT Pan SIG Journalにて論文発表を行った。

  • 英語による専門科目の授業における学生の学習支援ニーズの明確化

    2017  

     View Summary

    EMI受講生の学習支援ニーズの明確化を目的に質問紙・面接調査を実施し以下の知見を得た。①学生の過半数が科目に対する興味を動機として授業を履修するが、成果として専門知識の増加だけでなく英語力の向上も望んでいる。EMIは定義上、専門知識の向上を目的とする(英語力の向上ではない)授業形態であるが、定義と受講者が期待する成果にはギャップが存在する。②授業中の困難に対する対応策として「何もしない」「他の学生に相談する」が過半数を占めた。③学生が必要としている学習支援は言語に関するものから授業の運営方法に関わるものまで多岐にわたる。②と③を総合しEMI受講生の満たされていない学習支援ニーズの実情が明らかになった。

 

Syllabus

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Committee Memberships

  • 2017.04
    -
     

    日本私立大学連盟  FD運営委員