Updated on 2024/04/18

写真a

 
TAHARA, Tatsuro
 
Affiliation
Affiliated organization, Global Education Center
Job title
Research Associate
Degree
Master of Arts in Literature ( 2016.03 Waseda University )

Research Experience

  • 2022.04
    -
    Now

    Waseda University   Global Education Center   Research Associate

  • 2021.04
    -
    Now

    Bunkyo Gakuin University   Faculty of Business Administration   Part-time lecturer

  • 2018.04
    -
    2022.03

    Tokyo University of Agriculture   Faculty of Agriculture   Part-time lecturer

Education Background

  • 2016.04
    -
    2022.03

    Waseda University   Graduate School of Education  

  • 2014.04
    -
    2016.03

    Waseda University   Graduate School of Letters, Arts and Sciences  

  • 2010.04
    -
    2014.03

    Waseda University   School of Culture, Media and Society  

Committee Memberships

  • 2021
    -
    2022

    Language Testing Research Colloquium (LTRC) 2022  Committee Member

  • 2019
    -
    2021

    Asian Association for Language Assessment (AALA) Student Committee  Co-Chairs

  • 2017
    -
    2018

    Asian Association for Language Assessment (AALA) Student Committee  Committee Member

Professional Memberships

  •  
     
     

    Japan Society for Mixed Methods Research

  •  
     
     

    International Language Testing Association

  •  
     
     

    Asian Association for Language Assessment

  •  
     
     

    The Japan Association for Language Education & Technology

  •  
     
     

    Japan Language Testing Association

Research Areas

  • Education on school subjects and primary/secondary education / Foreign language education   English Education

Research Interests

  • Wasahback Effect

  • Mixed Methods Research

  • Needs Analysis

  • English-Medium Instruction (EMI)

  • Diagnostic Assessment

  • Washback Effect

  • Language Assessment

  • Language Testing

  • Applied Linguistics

  • English Education

▼display all

Awards

  • JLTA Best Paper Award

    2022   Japan Language Testing Association (JLTA)   A Review of Washback Research in Japan

    Winner: David ALLEN, Tatsuro TAHARA

  • 32th Eiken Foundation of Japan Research Grant

    2019.07   Eiken Foundation of Japan   Needs Analysis for English-Medium Instruction (EMI) Courses in Japan: From the University Students' Perspectives

    Winner: Tahara Tatsuro, Kudo Shuhei, Moriya Ryo

 

Papers

Presentations

  • A baseline washback study of placement testing in a university English-speaking course in terms of instructors’ decision-making behaviours

    Matsumura Kana, Liu Xiaofei, Sawaki Yasuyo, Arai Yuya, Deng Yanping, Nakamura Keita, Tahara Tatsuro

    The 26th Annual Conference of the Japan Language Testing Association Conference 

    Presentation date: 2023.09

    Event date:
    2023.09
     
     
  • A baseline washback study of a new placement test for university students using Assessment Use Argument framework

    Nakamura Keita, Arai Yuya, Deng Yanping, Tahara Tatsuro, Sawaki Yasuyo, Matsumura Kana, Liu Xiaofei

    The 26th Annual Conference of the Japan Language Testing Association Conference 

    Presentation date: 2023.09

    Event date:
    2023.09
     
     
  • Analyzing the test content of English university entrance examinations in Japan: Similarities and differences in external and in-house tests

    Tahara Tatsuro

    44th Language Testing Research Colloquium (LTRC) 

    Presentation date: 2023.06

    Event date:
    2023.06
     
     
  • Characteristics of Repeat Visitors to the Waseda University Writing Center

    Tahara Tatsuro, Odora Masayuki

    The Thirteenth Symposium on Writing Centers in Asia 

    Presentation date: 2023.02

    Event date:
    2023.02
     
     
  • Defining TLU task characteristics distinguishing the different CEFR levels through a textbook analysis: The case of a university speaking placement test

    Takizawa Kotaro, Liu Xiaofei, Suzuki Shungo, Deng Yanping, Matsumura Kana, Nakamura Keita, Oi Yoko, Tahara Tatsuro, Watanabe Akiko, Zhou Tan

    Language Testing Research Colloquium (LTRC) 2022 

    Presentation date: 2022.03

    Event date:
    2022.03
     
     
  • Towards creating diagnostic feedback of a standardized English test in a context of university entrance examination reform in Japan

    Tahara Tatsuro

    Language Testing Research Colloquium (LTRC) 2022 

    Presentation date: 2022.03

    Event date:
    2022.03
     
     
  • A review of washback research in Japan

    Allen David, Tahara Tatsuro

    New Directions East Asia 2021 

    Presentation date: 2021.12

    Event date:
    2021.12
    -
     
  • Test culture in Japan

    Tahara Tatsuro  [Invited]

    JALT PanSIG 2021 Conference 

    Presentation date: 2021.05

    Event date:
    2021.05
     
     
  • A content analysis of two standardized reading tests for university admissions in Japan

    Tahara Tatsuro  [Invited]

    2019 KELTA conference 

    Presentation date: 2019.11

  • An analysis of Japanese EFL learners’ reading-to-write task completion process: Triangulation of stimulated recall and keystroke logging data sources

    Ishii Yutaka, Sawaki Yasuyo, Tahara Tatsuro

    The 21st Annual Conference of the Japan Language Testing Association 

    Presentation date: 2017.09

  • 文書ピアアドバイジングを通した第二言語学習者の相談とアドバイス内容の混合分析

    川﨑美佐子, 太原達朗, 守屋亮

    外国語教育メディア学会(LET)第62回(2023年度)全国研究大会 

    Presentation date: 2023.08

    Event date:
    2023.08
     
     
  • Identifying factors mediating washback effect of quizzes in TOEIC courses at a Japanese university: Toward an exploratory sequential mixed-method study

    Tahara Tatsuro

    8th Annual Conference of the Japan Society for Mixed Methods Research 

    Presentation date: 2022.10

    Event date:
    2022.10
     
     
  • TOEICerはなぜTOEICを何度も受験するのか:複線径路・等至性アプローチを用いた分析

    太原達朗

    第42回外国語教育質的研究会 

    Presentation date: 2022.06

  • Multistage mixed-methods study on Japanese university students' English language needs at English-medium instruction (EMI) courses

    Moriya Ryo, Tahara Tatsuro, Kudo Shuhei

    2019 MMIRA Asia Regional & JSMMR2019 Conference 

    Presentation date: 2019.09

  • Using focus groups to identify the English language needs in English-medium instruction courses at a Japanese university

    Kudo Shuhei, Tahara Tatsuro, Moriya Ryo

    The 24th Pan-Pacific Association of Applied Linguistics Conference 

    Presentation date: 2019.08

  • 分析的尺度を使った要約ライティング評価

    Sawaki Yasuyo, Ishii Yutaka, Tahara Tatsuro

    Presentation date: 2019.03

  • 大学入試英語問題における4技能外部試験の使用に関する3つの疑問に答える―言語テスティング研究の知見から―

    太原達朗

    2018年度早稲田大学多元文化学会秋期大会研究発表会 

    Presentation date: 2018.10

  • A systematic review of washback studies in the Japanese context: A replication of Cheng, Sun, and Ma (2015)

    Tahara Tatsuro

    The 5th International Conference of the Asian Association for Language Assessment 

    Presentation date: 2018.10

  • Using expectancy-value theory for examining washback in a TOEFL iBT preparation course at a Japanese university

    Tahara Tatsuro

    The 23rd Conference of Pan-Pacific Association of Applied Linguistics 

    Presentation date: 2018.08

  • An exploratory study of English language needs for university entrance examinations of English in Japan

    Tahara Tatsuro

    早稲田大学英文学会・英語英文学会2017年度合同大会 

    Presentation date: 2017.12

  • A case study of English language needs at Japanese universities and students' learning experience in high school

    Tahara Tatsuro

    The 4th International Conference of the Asian Association for Language Assessment 

    Presentation date: 2017.06

  • The impact of university entrance examinations on English use in university life in Japan: A case study

    Tahara Tatsuro

    早稲田大学英文学会・英語英文学会2016年度合同大会 

    Presentation date: 2016.11

  • Test-taking strategy use in responding to reading comprehension question in a university entrance examination in Japan

    Tahara Tatsuro

    The 21st Conference of Pan-Pacific Association of Applied Linguistics 

    Presentation date: 2016.09

  • Test-taking strategies and washback effect for university entrance examinations of English in Japan

    Tahara Tatsuro

    早稲田大学英文学会・英語英文学会2014年度合同大会 

    Presentation date: 2014.12

▼display all

Research Projects

  • 大学入試英語リーディング問題の内容分析:外部試験と独自試験の比較・対照

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Research Activity Start-up

    Project Year :

    2022.08
    -
    2025.03
     

    Tahara Tatsuro

  • 日本の大学英語授業におけるTOEICクラス内で小テストの波及効果を媒介する要因

    Waseda University  Grants for Special Research Projects

    Project Year :

    2023.04
    -
    2024.03
     

    TAHARA, Tatsuro

  • 日本の大学TOEIC授業における小テストが学習者に与える影響の媒介要因

    外国語教育メディア学会(LET) 関東支部  2023年度研究支援プログラム 若手支援の部

    Project Year :

    2023.04
    -
     
     

    TAHARA, Tatsuro

  • 大学入試英語問題のテスト内容分析:外部試験に焦点を当てて

    Waseda University  Grants for Special Research Projects

    Project Year :

    2022.06
    -
    2023.03
     

    TAHARA, Tatsuro

  • Needs Analysis for English-Medium Instruction (EMI) Courses in Japan: From the University Students' Perspectives

    Eiken Foundation of Japan  Eiken Foundation of Japan Research Grant

    Project Year :

    2019.07
    -
    2021.01
     

    Tahara Tatsuro, Kudo Shuhei, Moriya Ryo

Misc

  • Needs Analysis for English-Medium Instruction (EMI) Courses in Japan: From the University Students' Perspectives

    Tahara Tatsuro, Kudo Shuhei, Moriya Ryo

    Eiken Research Funding Web Short Presentation    2022.01

    Authorship:Lead author

    Other  

  • Using focus groups to identify the English language needs in English-medium instruction courses at a Japanese university

    Kudo Shuhei, Tahara Tatsuro, Moriya Ryo

    Proceedings of the 24th Pan-Pacific Association of Applied Linguistics Conference     122 - 123  2019.09  [Refereed]

    Article, review, commentary, editorial, etc. (international conference proceedings)  

  • Using expectancy-value theory for examining washback in a TOEFL iBT preparation course at a Japanese university

    Tahara Tatsuro

    Proceedings of the 23rd Conference of Pan-Pacific Association of Applied Linguistics     9 - 10  2018.08  [Refereed]

    Article, review, commentary, editorial, etc. (international conference proceedings)  

  • Test-taking strategy use in responding to reading comprehension question in a university entrance examination in Japan

    Tahara Tatsuro

    Proceedings of the 21st Conference of Pan-Pacific Association of Applied Linguistics     26 - 27  2016.08  [Refereed]

    Article, review, commentary, editorial, etc. (international conference proceedings)  

Other

  • High School Specialized Teacher’s Certificate (English)

    2016.03
    -
     
  • Junior High School Specialized Teacher’s Certificate (English)

    2016.03
    -
     
  • High School Teacher’s Certificate (English)

    2014.03
    -
     
  • Junior High School Teacher’s Certificate (English)

    2014.03
    -
     
 

Teaching Experience

  • TOEIC-ⅡB

    Bunkyo Gakuin University  

    2021
    -
    Now
     

  • TOEIC-ⅡA

    Bunkyo Gakuin University  

    2021
    -
    Now
     

  • English 2

    Tokyo University of Agriculture  

    2018
    -
    2022
     

  • English 1

    Tokyo University of Agriculture  

    2018
    -
    2022
     

 

Internal Special Research Projects

  • 日本の大学英語授業におけるTOEICクラス内で小テストの波及効果を媒介する要因

    2023  

     View Summary

    The washbackeffect, which refers to the impact of tests on teaching and learning, is asignificant topic in language testing. However, existing research on thewashback effect has primarily focused on large-scale tests, with limitedattention given to the impact of small-scale tests in classroom settings. Therefore,this study investigates the effects of quizzes in Japanese university TOEIC Listening& Reading Test (hereafter TOEIC) courses.One of thecharacteristics of the impact of quizzes in university TOEIC courses, withinthe framework of washback studies, is the dual influence observed—both from theTOEIC on learners and from quizzes within the context of TOEIC andlearners. While previous studies have addressed washback studies of the TOEIC, no studies have not discussed simultaneously both the direct impact ofin-class TOEIC quizzes, situated between TOEIC and learners, and the indirectimpact of large-scale tests like the TOEIC, which underlies the direct impactof the TOEIC. Given the context-specific nature of the washback effect, it isimperative first to comprehend the learning environment in which quizzes areadministered in university TOEIC classes.This studyfocuses on quizzes in Japanese university TOEIC classes and identifies thefactors mediating classroom quizzes’ washback effect. The participants wereprivate university students in the Kanto area in Japan enrolled in TOEICcourses where vocabulary and grammar quizzes were conducted. Many studentsparticipated in a two-semester TOEIC course for one year, taking grammar orvocabulary quizzes every 10 weeks. The format of the quizzes involved multiplechoice questions for grammar tests and matching exercises for vocabulary tests,respectively. This study employed an open-ended questionnaire and conductedinterviews with a participant to explore the factors mediated by the quizzesand their surroundings in TOEIC courses. The questionnaire content, interviewquestions, and subsequent analysis were informed by the categorization offactors in the washback effect established in previous studies, includingspecificity, intensity, length, intentionality, and value.The study’sfindings suggest potential mediating factors for future investigations of TOEICquiz washback, such as the weekly study workload, familiarity with the quizformat, and the sequence of experiencing vocabulary and grammar quizzes. This studyprovides a way to conduct future studies by capturing the varying degrees ofimpact of both TOEIC quizzes and the TOEIC.

  • 大学入試英語問題のテスト内容分析:外部試験に焦点を当てて

    2022  

     View Summary

    As of 2022, external tests are used inparallel with the in-house tests developed individually by each university for Englishlanguage university entrance examinations in Japan. However, for universitiesto select and use appropriate external tests, it is desirable to understand thepurpose of the test development and construct of each external test used in conjunctionwith the in-house test, and to compare and contrast them with their in-house test.At the same time, empirically understanding the test contents is the first steptoward predicting the washback effects of using each test, i.e., the impact ofthe tests on teaching and/or learning. Therefore, this study conducted a testcontent analysis of external tests used at several universities. The analysiswas conducted using the framework of language assessment theory.